"Where" and "What" Do Adolescent Athletes Learn When It Comes toFood Literacy Compared With Adolescents that Do Not Play Sports? A Gender-Based Thematic Analysis.

Background: Improving food and nutrition literacy is fundamental to tackling the Middle East and North Africa (MENA) region’s enormous challenges, including malnutrition and food insecurity. To direct initiatives, it is crucial to assess the region’s food and nutrition literacy. Thus, we aimed to review studies on food/nutrition literacy status in the MENA countries and illuminate the region’s research gaps in these areas, in terms of assessment, policy, and program implementation. Methods: PubMed and Google Scholar databases were searched between 18 December and 8 May 2022, to identify relevant articles published up to 2022 in the MENA region. Results: Twelve studies were included in this review. Lebanon, Palestine, and Iran are the only three MENA countries where nutrition and/or food literacy were assessed. People in these countries mostly had inadequate food and/or nutrition literacy levels, especially in the skills rather than the cognitive domain. Food and/or nutrition literacy showed associations with food habits, food-label use, food-consumption patterns, school performance, food security, dietary diversity, and nutrient adequacy. The MENA countries developed no policies or programs to address food and nutrition literacy. Conclusion: This review is a wake-up call for researchers and policymakers to develop a robust approach to combat food and nutrition literacy concerns in the MENA region.

Existing definitions of food literacy (FL) and nutrition literacy (NL) in particular refer to individual knowledge, motivation, competences, and awareness, which determine the relationship between individuals and food, the food system, and nutrition information. Several authors proposed specific conceptualization of the terms. Nevertheless, the description of analogies and differences between FL and NL is still lacking, as is an integrated framework which highlights the meaning of the concepts. This work aims to describe and discuss evidence provided by the literature in order to develop and propose a comprehensive conceptualization of FL and NL to the scientific community. We systematically reviewed six databases, considering the search terms of FL and NL. We collected the antecedents, components, and consequences of both FL and NL. We underlined and traced similarities of the concepts as well as prerogative features through the content analysis of definitions. We obtained 14 definitions of NL and 12 definitions of FL; 42 papers presented antecedents and 53 papers contained consequences. We observed that NL could be considered a specific form of FL. In addition, we noted that the consequences of NL are included in the subset of the consequences of FL and the conceptual limits of FL correspond to the outcome of healthful diet. We conclude that FL and NL build a multifaceted concept which implies both individual and public perspectives. We propose a conceptualization which could be useful to develop an executive framework aimed at providing healthy eating for the population.

Background A healthy diet is a key factor in people’s long-term health. The nutritional health literacy and food literacy of the population play a crucial role in this. In 2021, comprehensive data on these competences were collected for the first time in Austria. Methods Almost 3,000 people were surveyed online. Nutrition health literacy was assessed with the newly developed Nutrition Health Literacy Scale (NHLS) and food literacy with the Self-Perceived Food Literacy Scale Short-Form (SPFL-SF). Scores and subscores were calculated. Associations between socio-demographic and socio-economic factors and the competences surveyed were assessed using t-tests, variance analysis, correlations, and multivariate regression models. Results In terms of nutritional health literacy, respondents score an average of 60 out of 100 points, with judging (51 points) and applying (60 points) nutritional information being the most difficult. In the area of food literacy, respondents score an average of 62 out of 100 points. The most challenging areas are ‘healthier choices’ (44 points), ‘healthy snacking’ (52 points) and ‘healthy eating in exceptional circumstances’ (54 points). In both areas, men and people with less formal education score lower. In the case of nutritional health literacy, people aged 65 and over have greater difficulties. Conversely, this group performs better in the area of food literacy. Differences by income can only be seen for nutritional health literacy, to the detriment of low-income groups. Conclusions Possible options for action include the provision of quality-assured and target-group-specific information, the implementation of appropriate tools to facilitate the assessment of foods, and measures to strengthen assessment skills, digital health literacy, food and nutrition skills. Key messages • The survey showed that there is potential for improvement in both nutritional health literacy and food literacy. • The biggest challenge is to evaluate and use nutritional information and to stick to a healthy diet without making exceptions.

BackgroundFood literacy is capturing the attention worldwide and gaining traction in the Arab countries. Strengthening food and nutrition literacy among Arab teenagers are important promising empowering tools which can protect them from malnutrition. This study aims to assess the nutrition literacy status of adolescents with the food literacy of their parents in 10 Arab countries.MethodsThis cross-sectional study involving a convenient sample of 5,401 adolescent-parent dyads (adolescents: mean age ± SD: 15.9 ± 3.0, females: 46.8%; parents: mean age ± SD: 45.0 ± 9.1, mothers: 67.8%) was launched between 29 April and 6 June 2022 in 10 Arab nations. The Adolescent Nutrition Literacy Scale (ANLS) and the Short Food Literacy Questionnaire (SFLQ) were used to meet the study aims.ResultsMore than one-quarter (28%) of adolescents had poor nutrition literacy, with 60% of their parents being food illiterate. The top three countries with nutritionally” less literate” adolescents were Qatar (44%), Lebanon (37.4%), and Saudi Arabia (34.9%). Adolescents’ age, gender, education level, primary caregivers, employment status, and the inclusion of nutrition education in the schools’ curriculum predicted the nutrition literacy levels of Arab adolescents. Besides, parental weight status, health status, parent’s food literacy level, and the number of children per household were significant determinants too. Adolescents studying at a university and having parents with adequate food literacy had the highest odds of being nutritionally literate (OR = 4.5, CI = 1.8–11.5, p = 0.001, OR = 1.8, CI = 1.6–2.1, p < 0.001, respectively).ConclusionNutrition literacy inadequacy among Arab adolescents is a prioritized challenge to be tackled.

Childhood ObesityVol. 8, No. 4 Building Food Literacy and Positive Relationships with Healthy Food in Children through School GardensAndrew J. Nowak, Gigia Kolouch, Laurie Schneyer, and Krista H. RobertsAndrew J. NowakSearch for more papers by this author, Gigia KolouchSearch for more papers by this author, Laurie SchneyerSearch for more papers by this author, and Krista H. RobertsSearch for more papers by this authorPublished Online:6 Aug 2012https://doi.org/10.1089/chi.2012.0084AboutSectionsPDF/EPUB ToolsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail FiguresReferencesRelatedDetailsCited ByExamining Elementary School Children’s Knowledge about Food and Nutrition in Southwestern Ontario, Canada11 January 2022 | Canadian Journal of Dietetic Practice and ResearchDevelopment and Validation of a Food Literacy Assessment Tool for Community-Dwelling Elderly People7 May 2021 | International Journal of Environmental Research and Public Health, Vol. 18, No. 9Alternative to Marketization of Food and Its Implications for Quality of Life: Evidence from an Emerging Economy14 May 2020Indigenous knowledge of traditional foods and food literacy among youth: Insights from rural NepalJournal of Rural Studies, Vol. 73Towards the Implementation of a Conceptual Framework of Food and Nutrition Literacy: Providing Healthy Eating for the Population11 December 2019 | International Journal of Environmental Research and Public Health, Vol. 16, No. 24Barriers to Food Literacy: A Conceptual Model to Explore Factors Inhibiting ProficiencyJournal of Nutrition Education and Behavior, Vol. 51, No. 1Identifying Food Literacy Educational Opportunities for Youth30 May 2018 | Health Education & Behavior, Vol. 45, No. 6Towards the measurement of food literacy with respect to healthy eating: the development and validation of the self perceived food literacy scale among an adult sample in the Netherlands18 June 2018 | International Journal of Behavioral Nutrition and Physical Activity, Vol. 15, No. 1Development of iGrow: A Curriculum for Youth/Adult Dyads to Increase Gardening Skills, Culinary Competence, and Family Meal Time for Youths and Their Adult Caregivers3 July 2018 | International Journal of Environmental Research and Public Health, Vol. 15, No. 7Identifying attributes of food literacy: a scoping review27 June 2017 | Public Health Nutrition, Vol. 20, No. 13Changing children's eating behaviour - A review of experimental researchAppetite, Vol. 113Paving the way for digital food literacy: A critical review of the literatureMECOSAN, No. 100Sustainability of Well-being through Literacy. The Effects of Food Literacy on Sustainability of Well-beingAgriculture and Agricultural Science Procedia, Vol. 8Estimating Occupational Illness, Injury, and Mortality in Food Production in the United StatesJournal of Occupational & Environmental Medicine, Vol. 57, No. 7Monitoring foods and beverages provided and sold in public sector settings17 September 2013 | Obesity Reviews, Vol. 14 Volume 8Issue 4Aug 2012 Information©2012 by Mary Ann Liebert, Inc.To cite this article:Andrew J. Nowak, Gigia Kolouch, Laurie Schneyer, and Krista H. Roberts.Building Food Literacy and Positive Relationships with Healthy Food in Children through School Gardens.Childhood Obesity.Aug 2012.392-395.http://doi.org/10.1089/chi.2012.0084Published in Volume: 8 Issue 4: August 6, 2012PDF download

BackgroundFood and nutrition literacy is an emerging term which is increasingly used in policy and research. Though research in this area is growing, progression is limited by the lack of an accepted method to measure food and nutrition literacy. The aim of this study is to develop a valid and reliable questionnaire to assess food and nutrition literacy in elementary school children in the city of Tehran.MethodsThe study was conducted in three phases. To develop Food and Nutrition Literacy (FNLIT) questionnaire, a comprehensive literature review and a qualitative study were initially performed to identify food and nutrition literacy dimensions and its components. Content and face validity of the questionnaire were evaluated by an expert panel as well as students. In the second phase, construct validity of the scale was evaluated using Explanatory Factor Analyses (EFA) and Confirmatory Factor Analyses (CFA). In the last phase (confirmatory phase), the final version of the questionnaire was evaluated on 400 students.ResultsFindings show Content Validity Ratio (CVR) and Content Validity Index (CVI) of the 62-item questionnaire at acceptable levels of 0.87 and 0.92, respectively. EFA suggested a six-factor construct, namely, understanding food and nutrition information, knowledge, functional, interactive, food choice, and critical. The results of CFA indicated acceptable fit indices for the proposed models. All subscales demonstrated satisfactory internal consistency (Cronbach’s alpha≥0.70), except for critical skill subscale (0.48). The intraclass correlation coefficient (ICC = 0.90, CI: 0.83–0.94) indicated that Food and Nutrition Literacy (FNLIT) scale had satisfactory stability. Each phase of development progressively improved the questionnaire, which resulted in a 46-item (42 likert-type items and 4 true-false items) Food and Nutrition Literacy (FNLIT) scale. The questionnaire measured two domains with 6 subscales, including: 1) cognitive domain: understanding and knowledge; 2) skill domain: functional, food choice, interactive, and critical skills.ConclusionThe developed food and nutrition literacy scale is a valid and reliable instrument to measure food and nutrition literacy in children. This measure lays a solid empirical and theoretical foundation for future research and tailored interventions to promote food and nutrition literacy in this age group.

Unhealthy dietary habits constitute a major risk factor for the onset of chronic diseases, such as cardiovascular diseases, cancer, diabetes and other conditions linked to obesity. Effective dietary changes are of paramount importance and can be promoted through empowering individuals with Nutrition Literacy (NL) and Food Literacy (FL) skills. This paper presents a novel serious game aiming at building NL and FL skills in adolescents and young adults. It is based on an innovative conceptual framework, incorporating a recipe ontology and a theory driven game design approach maximizing user attractiveness and promoting sustainable effective dietary changes. The ontological modeling of recipes offers game experience personalization while providing a realistic and diverse simulation environment. Modern game design techniques from three game genres (cooking, roguelike, puzzle) are employed along with a compelling plot for engagement purposes.

012–Food Literacy: Can Pediatric Endocrinology Nurses Focus Upstream?

A Study Protocol for the EATing in a GENdered World (EatGen) Study

Analogous to health literacy, food literacy can be defined as a set of cognitive and social skills associated with the ability to acquire and understand information about food and nutrition to make appropriate nutritional decisions. In the literature, several terms such as food, nutrition, or nutritional literacy are used in parallel, differing in some aspects of their meaning. Food literacy is an important measure of the effectiveness of nutritional education interventions and appropriate instruments for its measurement should be available in every society. The aim of this study was the assessment of the validity and testing of a proposed model of the Short Food Literacy Questionnaire (SFLQ) culturally adapted into Polish. The analysis was performed on data from an online survey in a representative sample of 1286 adult internet users. Exploratory (EFA) and confirmatory factor (CFA) analyses were performed on two different subsets obtained through random splitting of the initial dataset. The Polish version of the SFLQ had good internal consistency (Cronbach’s α 0.841; Guttman split-half coefficient was 0.812). The EFA revealed that the tool had a three-factor latent structure. The distinguished dimensions were ‘information accessing’, ‘knowledge’, and ‘information appraisal’. The subscales also showed acceptable internal consistency based on the values of the Cronbach’s α coefficients (ranging from 0.768 to 0.845). The CFA confirmed a good fit of the three-factor model with at least five indexes achieving acceptable levels (CFI = 0.972, GFI = 0.963, AGFI = 0.940, NFI = 0.959, and RMSEA = 0.059). The validation of the Polish version of the SFLQ revealed, contrary to earlier reports, not a single but a three-factor structure of the instrument. The SFLQ will be an important tool for the assessment of the effectiveness of educational interventions and population studies analyzing the determinants of food literacy in Poland.

The concepts of nutrition (or nutritional) (NL) literacy, food literacy (FL), and the extensively described concept of health literacy (HL) are based on the same idea of increasing the degree to which individuals and groups can access and use specific information needed to make health decisions that benefit the community. More specifically, the terms of FL and NL refer to a set of knowledge, competencies, and abilities that are necessary for people to use information regarding food and nutrition in order to achieve and preserve a healthful diet. Nonetheless, the core elements of the two constructs partially differ, since NL mostly involves nutritional information and individuals’ capacity or interest in relation to accessing and using such information in order to maintain nutritional health status, while FL considers mainly the relationship between people and food (or food system) and the capacity to use food responsibly. From a public health nutrition perspective, NL/FL could help to identify individuals with low diet quality and unhealthy eating habits that make them at higher risk of chronic diseases and other health consequences. In fact, although a very large amount of information about food and nutrition is now available to citizens/consumers, they often struggle to recognize evidence-based information and effectively manage their diet in the current “dietary infodemic”. Thus, there is a need to develop and implement interventions in order to increase the public's NL/FL level, beginning from establishing valid instruments to measure the NL/FL and finding specific targets on which to intervene by education and other preventive measures, so as to develop specific awareness to counteract the pressure from GDOs and the effects generated by commercial determinants.

AimTo assess food and nutrition literacy status and its determinants among elementary school students in El-Beheira Governorate, Egypt.BackgroundDeveloping strategies to enhance food and nutrition literacy necessitates a deeper understanding of the food and nutrition literacy situation among elementary school students and associated factors.DesignA cross-sectional descriptive research design was adopted.MethodsA final sample of 400 primary school students (aged 6–12 years) at Itay El Barud public elementary schools in El-Beheira Governorate were administered (1) a socio-demographic characteristics and anthropometric measurements questionnaire developed by the researchers, and (2) the Food and Nutrition Literacy Scale. The derived data were analyzed using descriptive and non-parametric tests.ResultsThe majority (61%) of students had low food and nutrition literacy scores. The results have shown that overall socio-demographic variables were significant in predicting understanding food and nutrition information, nutritional health knowledge, interactive functional and nutritional literacy, critical food and nutritional literacy, and food labeling.ConclusionThe study reveals that elementary school students in Egypt have poor knowledge and skills in food and nutrition literacy, largely due to a lack of nutrition education and family awareness. Factors like residential location, income, and education level also contribute to this disparity.Implications for the professionTo improve nutrition literacy among students, a nursing approach involving community stakeholders and school nurses is recommended. This includes integrating nutrition-related topics into the school curriculum, organizing workshops, and conducting age-appropriate health education sessions. Active engagement between community health and school nurses is crucial for raising awareness about healthy nutritional choices.ImpactThese findings hold an important impact on the education system and those designing curricula, emphasizing the need for significant incorporation of knowledge and skills related to food and nutrition within schools.Reporting methodCompliance with the STROBE checklist for cross-sectional studies was maintained throughout the research.Patient or public contributionNo Patient or Public Contribution.

Food literacy is achieving attention worldwide and gaining traction in Arab countries. Strengthening food and nutrition literacy among Arab teenagers are important promising and empowering tools, which can protect them from malnutrition. This study aims to evaluate the nutrition literacy status of adolescents along with that of their parents in 10 Arab countries. This cross-sectional study involving a convenient sample of 5401 adolescent-parent dyads was launched between 29 April and 6 June 2022 in 10 Arab nations. The Adolescent Nutrition Literacy Scale (ANLS) and the Short Food Literacy Questionnaire (SFLQ) were used to meet the study aims. More than one-quarter (28%) of adolescents had poor nutrition literacy, with 60% of their parents being food illiterate. The top three countries with nutritionally less literate adolescents were Qatar (44%), Lebanon (37.4%), and Saudi Arabia (34.9%). Adolescents’ age, gender, education level, primary caregivers, employment status, and the inclusion of nutrition education in the schools’ curriculum predicted the nutrition literacy levels of Arab adolescents. Besides, parental weight status, health status, parent’s food literacy level, and the number of children per household were significant determinants too. Nutrition literacy inadequacy among Arab adolescents is a prioritized challenge to be tackled to achieve the sustainable developmental goals (SDGs) mainly SDG2 and SDG4.

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.

In this paper, preliminary results of the evaluation of a serious game promoting nutrition literacy (NL) and food literacy (FL) are presented. The serious game's effectiveness was evaluated in terms of educational value and user experience through a two-part evaluation strategy. In the first part, a quasi-experimental study was designed to assess the serious game's educational value compared to an alternative intervention based on the study of text-based material. Appropriate questionnaires were delivered prior to, immediately after, and one week after the intervention. In the second part of the evaluation strategy, the user experience was measured by means of the Game Experience Questionnaire (GEQ). Nineteen and 29 participants enrolled in the first and second part of the evaluation, respectively. The results of the study showed that both serious game and control intervention enhance user's NL and FL skills (p-value = 0.002, 0.025 respectively). Comparison between the two groups did not yield significant results (p-value = 0.25). Increased levels of competence, immersion, flow and positive affect were declared in the GEQ demonstrating the attractiveness of the serious game. Moreover, the study revealed an important association between the level of game interaction, as measured by the number of mouse clicks per second, and the user experience. Intermediate levels of mouse interaction indicate lower user engagement.