What was measured?
Which material, nutrient, method, amount, portion and comparison produced the statement?
S2 · Nutrient literacy
Attractive words need better questions.
Applying information literacy to food and nutrition: finding, understanding, evaluating and responsibly using information about nutrients, evidence and health claims.
Cross-system layer · applies to every deep diveBasic structure
Information is abundant. Understanding is not.
A nutrition statement can be technically true and still lead people toward a misleading conclusion. Nutrient literacy helps us examine not only what a claim says, but what it implies.
Regulation and authorised health claims remain important, but they sit inside a wider ability to question sources, comparisons, study models, quantities and relevance to the finished food.
01
Ask which nutrient or compound was measured, by which method and against which comparison.
02
Identify whether evidence comes from chemical analysis, cells, animals, humans or the finished product.
03
Distinguish presence in a plant from survival through processing, digestion and absorption.
04
Separate published scientific findings from authorised commercial health claims.
05
Look for the missing context: dose, portion, preparation, population, uncertainty and limitations.
Page architecture
What the deep version will contain.
This is the structural layer. Paper-level evidence and references will be added only after the architecture is approved.
What was tested?
Composition, mechanism, cells, animals, people and the finished product are different evidence levels.
What was implied?
A lawful or technically accurate phrase may still invite a conclusion the evidence does not support.
Scientific boundary
Nutrient literacy does not tell people what treatment to choose. It helps them read food information critically, distinguish evidence from persuasion and make more informed everyday decisions.