An Investigation into Teacher Conceptualizations of Food and Food Literacy: Pre and Post Teaching a Media Literacy & Food Marketing Lesson Plan
This study investigated how a Media Literacy & Food Marketing lesson plan, targeted at children, influenced teacher understandings of food and food literacy. Semi-structured interviews were conducted at three time points with ten elementary or junior high teachers, the transcripts of which were approached using five core elements of food literacy: knowledge, skills and abilities, attitudes and confidence, culture and environment, and food decisions. Results indicate that participants expanded their understanding of food literacy definitions, and five themes were identified within participant discussions of food literacy: understanding food and food information, application of abilities relating to food, food as fuel, the role of moderation, and the complexity of food literacy as a topic. Findings suggest that teachers can advance their knowledge and attitudes towards food marketing as well as expand food literacy conceptualizations, demonstrating the importance of providing continuing education for teachers in order to improve not only their own health but that of their students.
Food Literacy, Health, Teachers, Healthy Eating
Bischoff, M. (2019). An Investigation into Teacher Conceptualizations of Food and Food Literacy: Pre and Post Teaching a Media Literacy & Food Marketing Lesson Plan (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.