Food Literacy Assessment

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A summary of the different food literacy instruments can be seen in Table 2.
2.6.2.1 Short Food Literacy Questionnaire (SFLQ)
The SFLQ consists of 12 items that measure functional, interactive, and critical food literacy in adults. It is a reliable instrument that has good internal consistency and adequate construct validity. However, as all questions require self-rated answers, participants may under- or overestimate their skills (Krause, Beer-Borst, Sommerhalder, Hayoz, & Abel, 2017).
2.6.2.2 Food and Nutrition Literacy Instrument (FNLIT)
The FNLIT is a 46-item questionnaire (42 Likert-type questions and four true-false questions) that was developed to measure food and nutrition literacy of elementary school children in Teheran. It assesses …show more content…

For the development process, interviews with dietitians were conducted to identify the knowledge and skills necessary for the instrument. The final instrument is structured in six different areas: nutrition & health, macronutrients, household food measurement, food label and numeracy, and food groups. These cover aspects of FNL and INL. A special algorithm helps registered dietitians to only test the skills their clients need which is one or several of above mentioned areas. The tool is content and face valid (Gibbs, …show more content…

The test consists of 28 items which correlate with the S-TOFHLA and are valid and reliable. The NLS was developed with the intention to be used as a research tool, however, it has never been published (Diamond, 2007).
2.6.3.3 Measure of Critical Nutrition Literacy
The questionnaire consists of 19 items that assess critical nutrition literacy, however, six of the questions are not ideally because they need rephrasing due to true/false type of question, because they collect redundant information, or because they are not really distinguishing. Questions can be divided into two groups: one set of questions assesses ‘engagement in dietary habits’ and the other set of questions measures how critical a person is with regards to nutrition claims and the sources (Guttersrud et al., 2013).
2.6.3.4 Nutrition Literacy

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