Experiences and Perspectives of Canadian Dietetic Educators Regarding Food Literacy and Its Incorporation Into Undergraduate Dietetics Programs

• Published in: Journal of nutrition education and behavior 2025-01, Vol.57 (1), p.29-39
• Main Authors: Langdon, Cathy, Cammer, Allison, Dobson, Roy, Lieffers, Jessica R.L.
• Format: Article
• Language: English
• Subjects: behavior; Canada; data collection; dietetic education; dietetics; e-mail; food literacy; literacy; nutrition education; nutritionists; occupations; qualitative interviews
• ISSN: 1499-4046; 1878-2620; 1878-2620
• DOI: 10.1016/j.jneb.2024.09.007

To explore the experiences and perspectives of Canadian dietetic educators regarding food literacy and its incorporation into accredited undergraduate food and nutrition programs. Semistructured qualitative interviews. Canada. Purposive sampling via email invitation of dietetic educators (n = 18) who teach academic courses in food and nutrition programs in Canada that lead to a career in dietetics. How food literacy is understood and valued; where and how food literacy is being included in curricula; challenges to incorporation. Interpretive description, concurrent data collection and analysis, constant comparative analysis, inductive coding, and development of themes. Four themes were developed from the interview transcripts, which included the following: conceptualization of food literacy is still evolving; food literacy is important to the dietetic profession; aspects of food literacy felt to be well represented in curricula, but there is room for growth; and food literacy's incorporation in curricula is challenged by unclear key concepts. A key first step to inform how food literacy is taught in dietetic education programs is to find agreement on an operational definition of food literacy in the context of dietetic practice and to clarify the role dietitians play in promoting food literacy.