Abstract
The concept of food literacy is evolving and expanding, increasing the need for a comprehensive measurement tool for food literacy. This study aimed to develop a validated food literacy questionnaire based on an expanded conceptual framework for food literacy. A literature review of existing frameworks and questionnaires for food literacy and focus group interviews (n = 12) were conducted to develop a conceptual framework and candidate questions. A Delphi study (n = 15) and pilot survey (n = 10) to test the preliminary questionnaire’s content and face validity were conducted, which were followed by the main survey (n = 200). Construct validity and reliability were assessed using exploratory factor analysis (EFA) and Cronbach’s alpha, respectively. Criterion validity was assessed by comparing food literacy scores with food knowledge scores (FN-score) and nutrient quotient scores (NQ-score). By integrating and revising the six existing conceptual frameworks and focus group interview results, we proposed a two-dimensional conceptual framework comprising a literacy dimension and a food system dimension. After reviewing 560 items and categorizing them into 18 domains (3 in the literacy dimension × 6 in the food system dimension), 32 questions were selected. As a result of the Delphi study, two items were deleted, and content validity was confirmed for the remaining 30 items (content validity ratio (CVR) = 0.92). Ten items were revised during the face validation process, and five items were excluded as a result of the EFA. The final food literacy questionnaire comprised 25 questions related to five factors: production, selection, preparation and cooking, intake, and disposal. Food literacy scores were positively associated with FN- and NQ-scores, confirming the reliability and criterion validity of the final questionnaire. The two-dimensional food literacy conceptual framework developed in this study systematically encompasses complex food literacy concepts by adding a food systems dimension (production, selection, preparation and cooking, intake, and disposal domain) to the existing literacy dimension (functional, interactive, and critical literacy domain). Based on this integrated conceptual framework, a 25-item food literacy questionnaire was developed and validated for practical use.
Highlights
Poor dietary intake is a major risk factor for non-infectious diseases, as such, 11 million deaths and 255 million disability-adjusted life years globally are attributed to dietary risk factors annually [1].more than half of the 17 goals of the Sustainable Development Goals (SDGs) of the UnitedNations are related to food and nutrition, such as food security, health, consumption and production patterns, and the environment [2]
Food literacy differs from food knowledge as food knowledge alone cannot benefit an individual’s health or the society
This study aimed to establish a comprehensive conceptual framework for food literacy, and thereby develop a validated measurement tool based on this framework applicable to the Korean population
Summary
Poor dietary intake is a major risk factor for non-infectious diseases, as such, 11 million deaths and 255 million disability-adjusted life years globally are attributed to dietary risk factors annually [1].more than half of the 17 goals of the Sustainable Development Goals (SDGs) of the UnitedNations are related to food and nutrition, such as food security, health, consumption and production patterns, and the environment [2]. To understand the importance of diet and support health promotion and sustainability of the environment, economy, and society, individuals must have the capacity to explore and understand food and the complex food system. Food literacy has been described by Vidgen and Gallegos as “the scaffolding that empowers individuals, households, communities or nations to protect diet quality through change and strengthen dietary resilience over time. It is composed of a collection of inter-related knowledge, skills and behaviors required to plan, manage, select, prepare and eat food to meet needs and determine intake [5]”. Food literacy differs from food knowledge (knowledge on agri-food certification, nutrition labeling, food safety, etc.) as food knowledge alone cannot benefit an individual’s health or the society
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