Visual Literacy and the Social Construction of Food Guidelines: The Case of the Ideal Food Pattern (IFP) by In recent years there has been a growing concern in academic and policy discourses to promote visual literacy among the general public. From the standpoint of these discourses, the public can be positioned from merely passive consumers of information to active participants who are able to understand social constructs. Of particular interest is the case of food guidelines, where advice is given by means of diagrams to promote certain ideas in order to increase public awareness in this area. The content of these guidelines does not stand on its own but has been influenced by governments and private-sector organizations and groups through time and place. In dealing with the growing amount of visual texts, the public needs to be made an active participant in considering how visual information is constructed in order to understand the social constructs behind it. Recently, an updated version of the brochure for an Ideal Food Pattern (IFP) was published by The Kushi Institute of Europe. This institute is located in Holland and focuses on educating the public on macrobiotic theory and practice. The brochure consists of a series of images and texts which should give someone who is not acquainted with the macrobiotic principles a clear idea of what it is about at first glance. It is the kind of promotional literature, in the form of a brochure, which aims to increase public awareness on food choices. What is striking about this visual guideline (which originates from a private-sector organization) is that its octagonal shape clearly deviates from more well-known examples (which originates from government authorities) that use circular, square or triangular forms. The visual evidence that is present in the IFP brochure can, if properly examined, give us information of how these kind of ideological texts are read, how they work and how they transmit an ideological message. In understanding these kind of texts, the tools and concepts for the analysis of texts as suggested by Kress & Van Leeuwen (2006) can be used. These authors claim to provide the tools to deconstruct the grammar of visual images so that their theory 'will help anyone interested in communication to see in images not only the aesthetic and expressive, but also the structured social, political and communicative dimensions.' (2006: 20). It must be conceded, however, that the ideas of these authors are not the end-all authority on the subject, but their notions of understanding visual grammar have had a major influence in their field of research. In analyzing the design of the IFP food guideline (Nelissen: 2012), one can apply the theory of representation by Kress and Van Leeuwen to further clarify its meaning an meaning-making. For instance, the IFP food guideline includes images of food, or 'represented participants'. These represented participants are arranged in a manner that classify them and consequently shows the conceptual relation between these participants. The verbal labels which accompany these images add to the classificational structure to which they belong. Furthermore, the relation between the things depicted and the interaction between the maker and the viewer, or interactive participants', can be examined. The previously mentioned represented participants are 'offered' to the viewer and are placed in a non-linear composition. In contrast, other versions of food guidelines mostly use a linear or circular composition.1 Kress and Van Leeuwen point out that 'the shape of the reading path itself conveys a significant cultural message.' (2006: 205). The same can also be said for the use of color in the diagrams, the placement of elements (left and right, top and bottom, centre and margin), the salience of elements (foreground, background, sharpness) and the presence or absence of framing agents (dividing lines, frame lines). After having analyzed the formal elements of a visual text as described in the previous paragraphs, the visual construction can then be placed in its larger context, namely, the established conventions in the course of Western culture. By examining the food guidelines diachronically and juxtaposing them, the difference and similitude can be brought forth. As a result, the meaning-maker or viewer can explore the variables in the visual landscape of food guidelines and question why some models include or exclude certain ideas and challenge existing models, as can be seen in the diverse models of the IFP (from the Kushi Institute which shares no similarities with the last two models and which are, with no doubt, sponsored by big food and drink companies which often do not take responsibility in promoting public health as much as they do for economic growth) , the USDA (from the United States) and the Voedingscentrum (from The Netherlands). Could these diagrams be seen as persuasion or propaganda, for instance? It is clear that the importance of visual literacy is important in making the passive consumer into an active participant. Understanding that models such as the food guidelines are social constructs and have an ideological component behind them are clear examples of active participation with a text. This understanding can be achieved by using texts such as Kress and Van Leeuwen's and other media theorists which try to grasp how images function and what effect they have on the reader. The public must be given the tools to understand their ever-growing media-landscape in order to increase critical citizen participation in society. References Center for Nutrition Policy and Promotion. 2011. A Brief History of USDA Food Guides. http://www.choosemyplate.gov/food- groups/downloads/MyPlate/ABriefHistoryOfUSDAFoodGuides.pdf. 19 October 2012. Kress, Gunther & Theo van Leeuwen. 2006. Reading Images: The Grammar of Visual Design. London; New York: Routledge. Nelissen, A. 2012. Ideal Food Pattern (brochure). Amsterdam: The Kushi Institute of Europe Distribution. Voedingscentrum. 2004. Schijf van Vijf. http://www.voedingscentrum.nl/professionals/voedingsvoorlichting/Schijf-van-Vijf- concept.aspx. 19 October 2012. 1 According to [http://www.choosemyplate.gov/food-groups/downloads/MyPlate/ABriefHistoryOfUSDAFoodGuides.pdf]; [http://www.voedingscentrum.nl/professionals/voedingsvoorlichting/Schijf-van-Vijf-concept.aspx]