Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review*

Abstract

BACKGROUND: Childhood is a critical period for developing food-related skills and knowledge, known as food literacy (FL).Schools may be an important setting for interventions aiming to improve FL in children. This systematic scoping review aimed to characterize food literacy interventions in elementary schools. METHODS:Databases (PubMed, Web of Science, and EBSCO) were searched for FL interventions in elementary schools (students aged 4-12 years). Studies were assessed according to design, duration, theoretical underpinning, and ascertainment of FL outcome(s). Interventions were assessed according to FL competencies (functional, interactive, and critical). RESULTS: After exclusions, 116 studies were eligible for review, including 105 original interventions. Interventions ranged from 45 minutes to 4 years. Social cognitive theory was the most referenced theory and common interventions included; classroom lessons, games, school gardens, food preparation, and cooking classes. Most studies measured FL outcomes quantitatively (96%, N = 111). All studies addressed functional FL (N = 116), while 77% (N = 89) addressed interactive FL and 28% (N = 32) addressed critical FL. CONCLUSIONS: This first international review of FL programs in elementary schools found great heterogeneity in school-based FL intervention design and measurement of FL. Few interventions addressed critical FL, which should be a focus for future interventions.

A systematic scoping review of the literacy literature to develop a digital food and nutrition literacy model for low‐income adults to make healthy choices in the online food retail ecosystem to reduce obesity risk

“…Additional research would facilitate our ability to understand the entire landscape of literacy‐relevant models and frameworks. Another limitation was that the study scope did not examine the digital literacy needs of children and adolescents, which have been addressed elsewhere 81,82 …”

“…Another limitation was that the study scope did not examine the digital literacy needs of children and adolescents, which have been addressed elsewhere. 81 , 82 …”

“…Additional research would facilitate our ability to understand the entire landscape of literacy-relevant models and frameworks. Another limitation was that the study scope did not examine the digital literacy needs of children and adolescents, which have been addressed elsewhere.81,82 Future research could test this model and validate metrics to measure progress through a monitoring and evaluation tool to achieve the outcomes. McNamara et al83 performed a qualitative analysis to understand how the three nutrition literacy domains outlined by Velardo 25 (i.e., functional, interactive, and critical) influence the dietary decisions of college students.…”

How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis

“…A concept beginning to address the lack of comprehensive food education is the emerging and evolving concept of food literacy (FL). Studies to date develop definitions [ 24 , 49 , 50 , 51 ], create measurement tools or measure population FL levels [ 52 ], and form the basis of school interventions [ 53 , 54 , 55 ]. Research is beginning to show that an increase in FL may increase nutrition-related diet quality in children [ 56 , 57 ].…”

FOODLIT-Trial: Protocol of a Randomised Controlled Digital Intervention to Promote Food Literacy and Sustainability Behaviours in Adults Using the Health Action Process Approach and the Behaviour Change Techniques Taxonomy during the COVID-19 Pandemic

“…Designated as crucial to protect the quality of diets across the lifespan, food literacy has been gaining prominence across research, practice, and policy during the last decade [ 18 , 19 , 20 , 21 , 22 , 23 ]. Generally seeking to improve nutrition knowledge and food-related skills, most programmes and interventions developed within the scope of food literacy either (i) exclusively feature nutrition information [ 24 , 25 , 26 ], (ii) are targeted towards younger populations and often developed in an educational context [ 27 , 28 , 29 , 30 , 31 ], and/or (iii) narrowly focus on preparation or cooking skills, not emphasising other food-related competencies (e.g., planning, acquisition) [ 21 , 25 , 28 , 32 ]. More importantly, current interventions do not provide for knowledge to face the complexity of today’s food environment, nor the competencies to deal with it and navigate within aiming for healthier food patterns; consequently, food-related behaviour change is limited [ 32 ].…”