2. PEER-TO-PEER FILE SHARING
Questions for Today
Why is it important to teach children about advertising and
marketing?
What are the beneficial and harmful dimensions of
persuasion, advertising and propaganda?
How is this topic relevant to the elementary curriculum?
What instructional strategies are effective for teaching
children to critically analyze and create advertising in the
classroom?
27. Advertising and prime time TV
programme
Lion King
RTL
6.12.2014.
20.05-21.55
Three commercial breaks
27 minutes
73 ads!
What can we do?
28. You can teach the children to count
the ads they see…
29.
30. AIDA – Frank Wobst
A – attention
I – interest
D – desire
A - action
35. Media literacy educators use
creative strategies to help children
develop critical thinking skills
about advertising, persuasion and
propaganda
36. PEER-TO-PEER FILE SHARING
Conclusion
Consumer culture is an ideology that operates from cradle to
grave
Children need practice to recognize how messages are
designed to inform, entertain and persuade
Propaganda can be used for beneficial or harmful purposes
Advertising links products with feelings by using many
techniques to appeal to our identity and our emotions
Media literacy educators use creative strategies to help
children develop critical thinking skills about advertising,
persuasion and propaganda
37. Hobbs, R., He, H. & RobbGrieco, M. (2014). Seeing, believing and learning to be skeptical: Supporting
language learning through advertising analysis activities. TESOL Journal DOI: 10.1002/tesj.153
Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a
world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 – 638.
Hobbs, R. & RobbGrieco, M. (2012). African-American children’s active reasoning about media texts as a
precursor to media literacy. Journal of Children and Media 6(4), 502 – 519.
Babad, E., Peer, A., & Hobbs, R. (2012). Media literacy and media bias: Are media literacy students less
susceptible to non-verbal judgment biases? Psychology of Popular Media Culture.1(2), 97 – 107. DOI:
10.137/a0028181
Morris, N., Gilpin, D., Lenos, M. & Hobbs, R. (2011). Interpretations of cigarette advertisement warning
labels by Philadelphia Puerto Ricans. Journal of Health Communication 16(8), 908 – 922.
Hobbs, R., Broder, S., Pope, H. & Rowe, J. (2006). How adolescent girls interpret weight-loss advertising.
Health Education Research. 21(5), 719-730.
Hobbs, R. and Rowe, J. (2008). Creative remixing and digital learning: Developing an online media literacy
tool for girls. In P. C. Rivoltella (Ed.). Digital literacy: Tools and methodologies for an information society.
Hershey, PA: Idea Group Press (pgs. 230 – 241).
Hobbs, R. (2004). Does media literacy work? An empirical study of learning how to analyze
advertisements. Advertising and Society Review 5(4), 1 – 28.
Hobbs, R. (2004). Analyzing advertising in the English language arts classroom: A quasi-experimental
study. Studies in Media & Information Literacy Education, 4(2). Available online:
http://www.utpress.utoronto.ca/journal/ejournals/simile
Denniston, R., Hobbs, R. & Arkin, E. (1998). Media literacy as a complementary strategy to social
marketing. Social Marketing Quarterly 4(4), 40 – 42.
www.mediaeducationlab.com
38. Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
Harrington School of Communication
and Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
WEB: www.mediaeducationlab.com