This open access textbook was developed as an introductory nutrition resource to introduce basic concepts related to nutrition. It was edited and developed for students from the University of the Fraser Valley enrolled in Topics in Human Nutrition (Kin 260).  However, this open access textbook may be of interest to other courses interested in teaching nutrition. This book is best viewed online using the pressbooks format however, multiple formats (e.g., pdf, epub, mobi) are also made available.

A free textbook is great, but it can be even better with your help. Should you detect any spelling or grammatical errors, encounter non-functioning links or alt text, or desire to inquire about alternative formats or express any concerns regarding the textbook, please do not hesitate to contact me at Luisa.Giles@ufv.ca.

Accessibility, Indigenization, Equity, Diversity, and Inclusion

One of the primary goals of this modification of the textbook was to Indigenize the resource, as well as follow principles of accessibility, equity, diversity, and inclusion. But this of course is an ever ongoing challenge. To help us in this endeavor we created a checklist to guide chapter modification. We recognize that checklists have limitations but we felt that this was a good starting point. We also recognize that our own positionality creates our own personal blind spots which could influence the checklist that we created and thus our modifications for this textbook. We welcome any feedback or insight that you may have. To help minimize some of these blind spots we used the following resources:

1. Pulling Together a Guide for Teachers and Instructors from BC Campus
2. Pulling Together: A Guide for Curriculum Developers from BC Campus
3. BC Campus Open Education Accessibility Toolkit. 2nd ed
4. Improving Representation and Diversity in OER Materials from Open Stax

Don’t hesitate to reach out if you have any input on this checklist or if you notice anything we may have missed.

Indigenous Perspectives, Knowledge, and Inclusion:  

1. 1. The text incorporates Indigenous ways of knowing and being. For example, Indigenous worldviews take a holistic approach see the whole person (physical, emotional, spiritual, and intellectual) as interconnected to land and in relationship to others (family, communities, nations).
   2. The text does not reinforce pan-Indigenous fallacy (that all Indigenous people are the same).
   3. The text uses storytelling to teach, with reflection and open-ended questions.
   4. The resource acknowledges the traditional land and Indigenous peoples of the area where it will be used. With particular acknowledgement/representation from Stó꞉lō peoples.
   5. Indigenous perspectives, knowledge, and experiences are represented and respected.
   6. Information is sourced from credible Indigenous sources to avoid misrepresentation of Indigenous peoples and their cultural expressions.
   7. Indigenous frameworks are referenced correctly in the appropriate context, refraining from cultural misappropriation.
   8. The text addresses the impacts of colonization and ongoing colonial practices on Indigenous peoples.
   9. The textbook uses appropriate terminology and language that is respectful and inclusive of all Indigenous peoples and cultures.
      1. The Indigenous Peoples: Language Guidelines from UBC can serve as a guide.
   10. The text emphasizes the importance of reciprocity and relationship building in learning.

Accessibility:  

Language and Content: 

1. 1. The content is organized under headings and subheadings, that are identified using heading styles (e.g., through Pressbooks or word), not simply through larger or bolded text. The accessible headings and font styles in pressbooks chapter of an open textbook on accessible digital content training, is helpful regarding accessible heading styles in pressbooks.
   2. Heading styles are organized sequentially (e.g., Heading 1, Heading 2).
   3. The language used is clear, concise, and avoids jargon or technical language.
   4. Specific terminology, when used, is clearly defined or users are given the opportunity to learn more about it by being directed to an external link containing more information for instance.
   5. The text is free of grammar or spelling errors.
   6. The layout is simple and uncluttered and text is well-spaced with sufficient white space
   7. At the start of every chapter, you have included the number of links, videos, and images
   8. Lists do not use bullets or symbols, but use numbers in a sequence- i.e. ¼, 2/4, ¾, 4/4
   9. Every chapter uses page numbers and has a page count.
   10. All audio content includes a transcript with speech content and descriptions.
   11. Videos have captions for speech content and relevant non-speech content.
   12. Videos audibly describe contextual visuals like graphs and charts.

Images:  

1. Images that convey information include alternative text (alt text) descriptions. The alt text descriptions have a maximum 150-word count and do not include “image of” or “photo of” as they are redundant. A link is added to send readers to a longer description if needed.
2. Graphs, charts, and maps are easily understood and adequately convey contextual and supporting details without requiring additional image descriptions/alt texts.
3. Information (e.g., images) is not communicated through colour or font styles alone. To mark an important section, do not rely on colour or font size changes. Instead, use the word IMPORTANT.
4. Purely decorative images are marked as such and have empty alt texts so the reader knows that it is decorative. If there is text within a decorative image, the text is included in the alt text.

Links:

1. Links opening or downloading files include textual references about file type (e.g., [PDF, docx, jpeg]).
2. Links do not open in new windows or tabs.
3. Citations and references hyperlink the resource’s title, not the full URL.
4. All links in the textbook are properly labeled for screen readers and assistive technologies. The link text describes the destination and avoids link text like “Click Here,” “More,” and “Read More.” These kinds of links can be confusing when a screen reader reads them out of context and they do not always work on certain device software.
5. Citations and references hyperlink the resource’s title, not the full URL.

Tables:  

1. Tables are numbered correctly and referenced in the order they appear in the text.
2. Tables headings are numbered correctly
3. Tables are used solely for tabular data, not simply for layout or aesthetics.
4. Tables include row and column headers.
5. Tables include a caption.
6. Tables avoid merged or split cells.
7. Tables have adequate cell padding
8. Tables are labeled with a number preceding the table title.
9. Tables include column and row labels with information about the data.
10. Tables are organized in the simplest configuration without unnecessary rows and columns.
11. Ensure no data is include in the first row – header/title required for navigation

Formulas: 

1. Equations in plain text use proper symbols (e.g., -, ×, ÷).
2. Complex equations are written using LaTeX, Microsoft Word’s equation editor, or presented as images with alt text descriptions.
3. Try to avoid written equations- screen readers have issues with handwritten or images of text. If complex equations are used, create a link to the equation for an advanced investigation/explanation.

Font Size and text:  

1. Font size is 12 point or higher for body text in Word and PDF documents.
2. Font size is 9 point for footnotes or endnotes in Word and PDF documents.
3. Font size can be enlarged by 200 percent in webbook or ebook formats without horizontal scrolling.
4. Good foreground/background color contrast is used. Specifically, when there is black or white text on a background color other than white (or black for white text), check if the contract exceeds 4.5:1. Avoid pure black and white contrast (24:1), use grayscale (20:1). For larger text (30 size font or greater), it can be 3:1. See checking color contrast document for how to do this.

Equity, Diversity, and Inclusion (EDI):  

Representation and Perspectives  

1. The text represents a diverse range of voices, experiences, and perspectives in a balanced manner. For example, it considers diversity in race/ethnicity/sex/gender/sexuality/age/disability status/social class/educational level etc.
2. Images do not reinforce stereotypes or negative connotations, and the role of the people represented is considered.
3. Images and text to not  portray people in ways that reinforce what people with particular social identities can do/be.
4. Examples use inclusive names representing various ethnicities, genders, and cultural backgrounds.
5. Diverse authors, researchers, and data sources are referenced. For example, authors with different social identities/lived experience, from different parts of the world, or if appropriate from different disciplines
6. Diverse historical figures and key contributors are recognized.

Inclusive Language and Terminology:  

1. Terminology, contexts, and situations in examples use simple language that is easy to understand. Where appropriate, consider using the Universal Precautions Health Literacy toolkit/framework
2. Appropriate terminology is used to reference diverse people, groups, conditions, disabilities without derogatory, colloquial, or inappropriate language.
   1. E.g., Neurotypical, TAB – temporary able bodied other suggestions for replacement of normal term
   2. In some instances, person-first language is typical, in others identity first language is more typical. When referring to different groups please determine how that particular group generally prefers to be written about. This article by the NIH “Writing Respectfully: Person-First and Identity-First Language” is a good starting point.
   3. Avoid language that associates certain identities/bodies as good/bad or normal/abnormal. Replace the term “normal” with “typical”, or “expected”.
   4. The following articles may be helpful
      1. The Top Posts from Radical Copy Editor who aim to ensure access, inclusion, and liberation in written works.
      2. The Language of Disability document by the Active Living Alliance For Canadian’s with a Disability
      3. The Words with Dignity document by the Active Living Alliance For Canadian’s with a Disability
      4. The Words with Dignity infographic by the Active Living Alliance For Canadian’s with a Disability
   5. Ensure language is gender inclusive. Here are some useful tips:
      1. Use a gender-neutral approach to naming body parts/functions,
      2. Careful use of sex/gender terms throughout,
      3. Use World Health Organization (WHO)/ Canadian Institutes for Health Research (CIHR)/ National Insitute of Health (NIH) approach to use of females (when referencing sex) and women for gender,
      4. Intentionally include examples with people who use they/them pronouns,
      5. Intentionally include example of same/gender couples in case studies, etc.
   6. Current verbiage is used, and for historical references with outdated terminology, quotations or context are provided. If possible, outdated/incorrect terminology is reframed or replaced with the most appropriate terms.
   7. Add Key Take aways summary to the end of each chapter. Use the term important to identify or draw a reader/ screen reader to this information

Perspectives and Real-Life Situations  

1. The text considers the perspectives of and highlights issues relevant to diverse populations, such as social problems, health issues, and economic conditions.
2. Practice questions and application-based questions are representative of real-life situations, problems, and issues affecting diverse populations.
3. The practice problems/examples do not stigmatize certain populations based on specific conditions, occupations, experiences, or backgrounds.
4. The exercises/practice problems do not make assumptions about prior knowledge, particularly from different subjects or cultural contexts.
5. Avoid broad generalizations, such as “rural communities tend to support gun rights,” are provided with further context and include contrasting perspectives within that population.