Associate Professor, (
Research Associate, (
J Sch Health. 2021 Aug;91(8):650-659. doi: 10.1111/josh.13055. Epub 2021 Jun 22.
Food literacy, a sub-area of health literacy, is achieving attention in schools, academia, research, health care, businesses, and governments worldwide. Against the current COVID-19 pandemic backdrop, the relevance of food literacy's interconnected attributes such as nutritional knowledge, food skills, and food environment is gaining traction. Enhancing health and food literacy in the K-12 school environment are important empowerment tools with the potential to reduce health inequalities as vulnerable people are at risk of limited health literacy.
We aim to clarify the meaning of food literacy and its relationship to health literacy and other factors influencing eating behavior.
We offer a proposed conceptual model depicting connections between relevant theories and constructs in the field of health and nutrition. Concrete actions are offered that contemporary schools can take guided by the utility of the model.
This visual can help guide schools' multidimensional health and food literacy efforts while considering the realities of the current COVID-19 pandemic context and beyond. This model will provide an overarching reference for schools to consider key constructs to support practice, research, policy, and intervention efforts to advance their health and food literacy agendas.
食品素养是健康素养的一个分支领域，目前在全球范围内的学校、学术界、研究机构、医疗保健、企业和政府中受到关注。在当前 COVID-19 大流行的背景下，食品素养的相互关联属性，如营养知识、食品技能和食品环境的相关性正在增强。在 K-12 学校环境中增强健康和食品素养是一项重要的赋权工具，因为弱势群体面临有限的健康素养风险，有可能减少健康不平等。
我们旨在阐明食品素养的含义及其与健康素养以及影响饮食行为的其他因素的关系。
我们提供了一个概念模型，描述了健康和营养领域相关理论和结构之间的联系。根据该模型的实用性，为当代学校提供了具体的行动方案。
这个直观模型可以帮助指导学校进行多维健康和食品素养工作，同时考虑当前 COVID-19 大流行背景及以后的现实情况。该模型将为学校提供一个总体参考，以考虑支持实践、研究、政策和干预措施的关键结构，以推进他们的健康和食品素养议程。
