Barriers to Food Literacy: A Conceptual Model to Explore Factors Inhibiting Proficiency

Emily Truman; Charlene Elliott

doi:10.1016/j.jneb.2018.08.008

Barriers to Food Literacy: A Conceptual Model to Explore Factors Inhibiting Proficiency

J Nutr Educ Behav. 2019 Jan;51(1):107-111. doi: 10.1016/j.jneb.2018.08.008. Epub 2018 Sep 22.

Authors

Emily Truman¹, Charlene Elliott²

Affiliations

¹ Department of Communication, Media and Film, University of Calgary, Calgary, Alberta, Canada. Electronic address: emily.truman@ucalgary.ca.
² Communication, Media and Film, University of Calgary, Calgary, Alberta, Canada.

PMID: 30249523
DOI: 10.1016/j.jneb.2018.08.008

Abstract

Food literacy research typically conceptualizes food-related knowledge and skills as contributing to improved health and nutrition; however, there is limited research examining the process that leads to this improvement. This article reviews the literature reporting barriers to food literacy proficiency in order to examine the relationship between food-related knowledge, attitudes, and behaviors. Informed by these barrier types, its central objective is to develop a model of food literacy proficiency that highlights the relationship between nutrition education and health-related outcomes. This model will help researchers, educators, and nutrition professionals implement effective interventions with enhanced capacity to change food-related behaviors.

Keywords: attitude; barrier; food literacy; health behavior; knowledge; nutrition.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Food*
Health Behavior*
Health Knowledge, Attitudes, Practice*
Health Literacy*
Humans
Public Health
Schools