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Promoting children's health: Toward a consensus statement on food literacy
Emily Truman1, Kim Raine2, Kelly Mrklas3
1Department of Communication, Media and Film, The University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
Canadian Journal of Public Health = Revue Canadienne De Sante Publique
|December 11, 2019
Summary
Developing evidence-based food literacy concepts is crucial for children's health. This research highlights the need for recognizing diverse food skills, knowledge levels, and contexts to improve health outcomes.
Area of Science:
- Child Health
- Nutrition Education
- Public Health
Background:
- The term "food literacy" is increasingly popular in health promotion and educational interventions.
- There is a need for evidence-based conceptions of food literacy to guide effective interventions.
- Existing definitions may not fully capture the complexity of food skills and knowledge.
Purpose of the Study:
- To explore and define "food literacy" in the context of children's health.
- To identify and prioritize key themes related to food literacy.
- To develop working definitions and an alternative conception of food literacy.
Main Methods:
- A consensus statement developed from stakeholder views.
- Informed by a comprehensive scoping review identifying seven main themes of food literacy.
- Meeting participants ranked themes and discussed key conceptual points.
Main Results:
- Seven main themes of food literacy were identified.
- Two key conceptual points emerged: varying skill/knowledge levels and critical food contexts.
- Two working definitions and an alternative conception ("radical food literacy") were created.
Conclusions:
- Multiple food literacies are necessary, encompassing diverse skills, knowledge, and contexts.
- Ongoing dialogue is essential in this developing research area.
- A nuanced understanding of food literacy is vital for improving children's health outcomes.
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