A Scoping Review of the Validity, Reliability and Conceptual Alignment of Food Literacy Measures for Adults.

Claudia Amouzandeh,Helen Anna Vidgen,Donna Fingland

doi:10.3390/nu11040801

Abstract

The measurement of food literacy has recently gained momentum globally. The aim of this paper is to review the literature in order to describe and analyse the measurement of adult food literacy. The objectives are to i) identify tools that explicitly measure food literacy in adults; ii) summarise their psychometric properties; and iii) critique tool items against the four domains and 11 components of food literacy, as conceptualised by Vidgen and Gallegos. Using the PRISMA guidelines, a search of seven databases (PubMed, Embase, ScienceDirect, Scopus, EBSCOhost, A+ Education, and ProQuest) was undertaken. 12 studies met the inclusion criteria. Papers reported on either the development of a tool to explicitly measure food literacy or a part thereof (n = 5); food literacy strategy indicators (n = 1); tools developed to evaluate a food literacy intervention (n = 3); or tools to measure food literacy as a characteristic within a broader study (n = 3). Six tools captured all four domains. None measured all components. Items measuring the same component varied considerably. Most tools referenced a theoretical framework, were validated and reliable. This review will assist practitioners select and develop tools for the measurement of food literacy in their context.

Highlights

Increasing rates of diet-related disease has been linked to an apparent decline in the general population’s food knowledge and skills [1,2]
20 were conference abstracts or did not have the full text available, two did not have the full text available in English, one reported on a food literacy measurement tool published elsewhere, one was in a school setting and 55 did not include a measurement tool that explicitly referred to food literacy in its conceptualisation or development
Food literacy measurement tools are becoming increasingly multidimensional, which reflects emerging theories that define the construct with multiple domains [10,11,54–56]

Summary

Introduction

Increasing rates of diet-related disease has been linked to an apparent decline in the general population’s food knowledge and skills [1,2]. In 2014, Vidgen and Gallegos empirically defined food literacy as “a collection of inter-related knowledge, skills and behaviours required to plan, manage, select, prepare and eat foods to meet needs and determine food intake”, as well as, “the scaffolding that empowers individuals, households, communities or nations to protect diet quality through change and support dietary resilience over time” [2]. This definition significantly advanced the concept of food literacy and is widely cited as one of the most comprehensive food literacy definitions [10,11]

Objectives

Methods

Results

Discussion

Conclusion