Challenges to acquiring and utilizing food literacy: Perceptions of young Canadian adults

Authors

  • Sarah Colatruglio University of Manitoba
  • Joyce Slater University of Manitoba

DOI:

https://doi.org/10.15353/cfs-rcea.v3i1.72

Keywords:

Food literacy, well-being, nutrition, food skills, health

Abstract

The purpose of this qualitative, grounded theory study was to explore the concept of food literacy from the perspective of young Canadian adults who recently transitioned to independent living. Seventeen individual, in-depth interviews were conducted with Canadian university students who recently transitioned to independent living. Results suggest that young adults face significant challenges with regard to healthy eating and acquiring and utilizing food literacy. The main reasons for these challenges were due to a lack of food and nutrition education prior to independent living through home and school environments, time-constraints, and complex food relationships. This study will add to the existing body of literature by exploring the food experiences of young adults and the concept of food literacy from their perceptions, thereby strengthening theoretical foundations and developing practical recommendations moving forward.

close up image of a hexagonal matrix of brown gels

Downloads

Published

2016-04-04

How to Cite

Colatruglio, S., & Slater, J. (2016). Challenges to acquiring and utilizing food literacy: Perceptions of young Canadian adults. Canadian Food Studies La Revue Canadienne Des études Sur l’alimentation, 3(1), 96–118. https://doi.org/10.15353/cfs-rcea.v3i1.72

Issue

Vol. 3 No. 1 (2016): Data, discourse, and divergence

Section

Research Articles

License

Copyright (c) 2016 Canadian Food Studies / La Revue canadienne des études sur l'alimentation

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Work published in CFS/RCÉA prior to and including Vol. 8, No. 3 (2021) is licensed under the Creative Commons CC BY license. Work published in Vol. 8, No. 4 (2021) and after is licensed under the Creative Commons CC BY-SA license. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See more on Open Access.)