Feasibility study of a food package literacy intervention: Process and initial results

Background: Most research on the promotion of healthy dietary practices in the US focuses on educating consumers about food groups, recommended daily nutrient values, and the Nutrition Facts Panel. Educational programs have yet to focus on other food packaging features that consumers use to make efficient purchasing decisions, such as front-of-package claims and graphics. This knowledge is crucial, considering the likelihood of misinterpreting information on food packages and the health risks associated with the resulting consumption patterns. With a cognitive theory of media literacy as the theoretical basis, the present intervention aimed to increase the “food package literacy” of undergraduates.

Design:Two interactive workshops covered the following topics: label comprehension, front-of-package health claims, regulations, organic labeling requirements, advertising claims, and information processing. Pre- and post-test data were collected via a closed-ended questionnaire assessing “food package literacy” knowledge and an open-ended package analysis activity where students evaluated the healthfulness of a sample package.

Results: From pre-test to post-test, participants demonstrated a statistically significant increase of 5 points across all knowledge domains (from 14 to 19 correct responses out of a possible 30), t(17)=3.02, p=.008. Additionally, at post-test, participants were more aware of advertising features on the sample package and incorporated knowledge about package regulations and front of package advertising features to determine the healthfulness of the product.

Discussion: Findings highlight the potential benefits of incorporating “food package literacy” into nutrition education programs as a means of improving consumers’ nutrition knowledge, evaluations of product healthfulness, and in the long-term, their food purchasing and consumption patterns.