Open AccessTowards a common understanding of food literacy
Author(s) -
Kimberley Hernandez,
Doris E. Gillis,
Kathleen Kevany,
Sara Kirk
Publication year - 2021
Publication title -
canadian food studies
Language(s) - English
Resource type - Journals
ISSN - 2292-3071
DOI - 10.15353/cfs-rcea.v8i4.467
Subject(s) - framing (construction) , literacy , conceptual framework , construct (python library) , conceptual model , critical literacy , context (archaeology) , computer science , sociology , engineering ethics , management science , knowledge management , pedagogy , social science , engineering , paleontology , structural engineering , database , biology , programming language
Food literacy is an evolving term fundamental to both health and education. The concept of food literacy typically has been informed by nutrition-focused thinking, with particular emphasis on food skills. Moving beyond this traditional focus is necessary to address the demands of consumers navigating today’s complex food environments. Although the term is increasingly recognized, there is no consensus regarding the definition of food literacy or its conceptual dimensions. This paper describes a Food Literacy Conceptual Model that integrates multiple food literacy perspectives and theoretical frameworks. This Food Literacy Conceptual Model provides an enhanced framework with potential application as a pedagogical tool. As an interdisciplinary approach to food literacy, the conceptual model has the potential to increase teaching and learning effectiveness in the school context through a tailored approach to understanding the core components of this construct. In addition, a learner’s food literacy may increase with the application of this practical and more comprehensive framing in the conceptual model.