Table 2.
Representation of the theme “Definition of Food Literacy”, its domains (categories) and respective attributes (codes), the coding against conceptual frameworks [3,13], an exemplifying quote and its respective author’s professional and demographic characteristics.
| Definition of Food Literacy | |||||
|---|---|---|---|---|---|
| Category | Code | Frameworks | Example | Participant | |
| A | B | Area (Sex, Age) | |||
| Origin | Knowing Origin | 2.2 | 1.1 | “(…) to see this in an integrated perspective, like from the farm to the fork. From the primary production on how vegetables and fruits are produced, to animal production, to… everything, everything, everything, everything.” | CI (W, 38) |
| Food Additives | 2.2 | 1.1 | “(…) about everything that is added to food (…) that is indispensable, for example dyes, preservatives, emulsifiers, etc.” | E (W, 36) | |
| How Origin Relates to Quality | 2.3 | “(…) to combine the agricultural production method to the final food’s quality (…)” | AI (M, 53) | ||
| Seasonality | “(…) to have knowledge concerning the food’s season, (…) to buy seasonal products.” | E (W, 36) | |||
| Bio/Organic: Definition and Impact | 4.1 | “(…) in the sense of what is biological food and what is biological food culture, biological production—it is not a massified production, it does not contemplate the use of pesticides. Then, of course, you will need a lot more space [for a biological production] than for a massified and systematical production. Which means that you will cut more trees to be able to plant your cabbages, to have your biological products…” | CI (W, 36) | ||
| Safety | Hygiene and Safety Practices | 3.2 | 2.1 | “(…) safe foods because, from a hygiene-and-food-safety point of view, there was no contamination. It is all right.” | E (W, 41) |
| Pesticides and Herbicides | 4.1 | “(...) because there is a kind of information that I consider very important and which is not usually indicated in the label, nor will it come be so quickly… which is the level of pesticide residues, the presence of pesticides in the food.” | AI (M, 53) | ||
| Choice and Decision | Choice and Decision Skills | 1.3; 2.1 | 5.1 | “(…) the ability to make informed choices that ends up in reflecting in a better decision!” | FP (W, 28) |
| Select and Acquire | Selection and Acquisition Skills | 2.1 | 3.2 | “(...) when they go shopping, they must know what to bring home and what they should leave behind.” | E (W, 36) |
| Nutritionally Equivalents Foods | 1.2 | “I think that what we find harder to learn is how we can replace (…) we must know that there are other ways of replacing a particular ingredient or product.” | H (W, 34) | ||
| Plan | Planning Skills | 1.2 | “This kind of (food-related) planning and organisation is important.” | AI (W, 43) | |
| Plan Food Intake Ahead | 1.2 | “This ends up being part of my weekend: having to spend hours, a couple of hours in the kitchen to make the rest of my snacks or my meals [for the following week].” | H (W, 28) | ||
| Preserve | Preservation Skills | 2.2 | 2.1 | “(...) and also conservation, (because) food can become tainted during the process between harvesting and consumption. The part of conservation is also important.“ | AI (M, 53) |
| Prepare | Preparation Skills | 3.1 | 2.1 | “(...) you have to wash the food, you have to, I do not know, to peel off the skin or to do some kind of specific treatment.” | H (M, 39) |
| Cook | Cooking Skills | 3.1 | 2.1 | “Knowing how to cook—that’s another problem we’ve been watching! People cannot cook!” | FP (W, 28) |
| Using Different Cooking Techniques | 3.1 | 2.1 | “(….) (ways of) cooking: whether it is steam, whether it is in the oven, whether it is boiled,... Whatever, it can be a competence.” | CI (W, 28) | |
| Matching Ingredients | 3.1 | 2.1 | “(...) basic notions of what should be the matching of foods, for example, (...) one has to know how to combine, know what ingredients should not be mixed with others.” | E (W, 57) | |
| Using Recipes | 3.1 | 2.1 | “(...) recipes books have everything standardised with measures, why is that? So that anyone is able to do that [recipe] and that it ends up, at least, similar to what is in the book, right?” | CI (M, 46) | |
| Matching Cooking Techniques to Ingredients’ Nutritional Value | “Methods to know how to adapt the (cooking) method to what you want to do, [and know] how to make the most of a food, right? Depending on the different cooking methods.” | E (W, 28) | |||
| Cooking Motivation/Attitude | 3.3; 3.4 | “But there was really a... a boost in the interest of people in wanting to cook, to experiment, to go to the kitchen.” | CI (W, 44) | ||
| Knowledge | Declarative | “(…) is a set of skills, that one must have in order to be able to understand a certain concept.” | CI (W, 38) | ||
| Procedural | “(…) it’s the knowledge that would get me to go from theory to action (...) I may know the theory but if I do not know how to apply it…” | FP (W, 28) | |||
Professional areas: E—Education, H—Health, FP—Food Policy, AI—Agricultural Industry, CI—Commercial Industry.