Considering Children’s Advertising Literacy From a Methodological Point of View: Past Practices and Future Recommendations (original) (raw)
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Advertising literacy and children.Literature review from Web of Science (WOS) and Scopus (2010-2022)
Revista Latina de Comunicación Social, 2023
Introduction: Research on how children process advertising is still in its infancy. This article reviews the published academic literature on advertising literacy and children. The aim is to offer an updated view of how this subject has been studied in the last decade, a term used to refer to children's skills and abilities to deal with advertising. Methodology: 105 articles indexed in the Web of Science (WOS) and Scopus databases between 2010-2022 were analysed. Results: only three authors have published more than a dozen papers on this topic, with two European universities (one Belgian and one Dutch) concentrating their scientific production. The year in which the most papers were published was 2020 and the main journals that published these papers belong to the fields of communication, marketing and psychology. The main tool for this research was the survey. Discussion: the review yielded six lines of research: advertising literacy programmes and minors facing new formats; influence of food advertising; influencer marketing and influencers; purchasing decisions; identification of advertising and privacy. Conclusions: the article provides proposals for future research on advertising literacy and children.
Journal of Advertising, 2017
Advertisers are continuously searching for new ways to persuade children, thereby fully integrating commercial content into media content, actively engaging children with the commercial content, and enlarging the amount of commercial messages a child is confronted with at one moment in time. This poses a challenge for how children cope with embedded advertising. This conceptual paper aims to develop a theoretically grounded framework for investigating how children process embedded advertising. More precisely, it sheds a light on previous research and conceptualizations of advertising literacy and provides suggestions for future research. In particular, attention is devoted to conceptual and methodological issues, as well as to the need for research on how to improve children's coping with embedded advertising, by emphasizing the value of persuasive intent priming and implementation intentions. To conclude, future research directions are discussed regarding strategies to strengthen children's dispositional (i.e. associative network consisting of cognitive, moral and affective beliefs related to advertising) and situational (i.e. actual recognition of and critical reflection on advertising) advertising literacy, and their coping skills.
Increasing the Advertising Literacy of Primary School Children in Ireland: Findings from a Pilot RCT
International Journal for Digital Society, 2019
This study reports the effect of four lessons of a recently developed Irish media literacy teaching intervention on the advertising literacy of children aged 8-11. Covariates of age and gender were also considered. Alongside this, a process evaluation was completed. The results of this pilot RCT show that children aged between 8 and 11 are capable of increasing their knowledge regarding the persuasive intent and the selling intent of marketing messages. The intervention had a statistically significant positive impact on advertising literacy. This study finds no evidence to suggest that advertising literacy is gendered. Qualitative discussions indicate that the teaching materials were well received by both teachers and children. The need for regular advertising literacy lessons for children was unearthed. The challenge of attempting to include more content in an increasingly crowded curriculum was cited as the main barrier to delivering regular media literacy lessons. Recommendations for increased media literacy education in primary school are discussed. These findings are of interest to parties including educators, parents, policy makers and marketers.
Journal of Advertising, 2018
Advertising literacy education can be developed based on three literacy components: content, grammar, and structure literacy. Content literacy refers to an understanding of the content of ads (e.g., themes and ideas), grammar literacy concerns an understanding of the grammar of ads (e.g., visual techniques) used for persuasion, and structure literacy refers to an understanding of the social and economic structure of the media industry that affects production of ads (e.g., ownership and revenue models). This study tested the immediate and delayed effects of different literacy education components in an ad literacy program on children's advertising knowledge and criticism, and the moderating role of age in these effects. To do so, we conducted an experiment based on a 3 literacy component (content literacy, content þ grammar literacy, and content þ grammar þ structure literacy) Â 2 age (third versus fifth graders) Â 2 time (immediate test versus one-year delayed test) design. Results showed that adding the structure literacy component resulted in greater knowledge for fifth graders (ages 10 and 11) but not for third graders (ages eight and nine). In addition, adding the structure literacy component resulted in lower criticism. Theoretical and practical implications are discussed.
Advertising literacy skills in school children from Barcelona
2022
This paper presentation introduces the results from an exploratory study about how young children comprehend body image in television advertising. Through qualitative analysis of ten focus group with primary schoolchildren (N=58, M age = 7 years), the study examined children's advertising literacy skills and their making sense of body image portrayed in television commercials.
Young Consumers
Purpose This study aims to examine adolescents’ (between 12 and 18 years) perceptions of their knowledge and skills related to advertising (i.e. dispositional advertising literacy). More specifically, adolescents’ beliefs about their recognition and understanding of advertising (cognitive facet), their emotional reaction to advertising (affective facet) and their moral evaluation of advertising (moral facet) were investigated together with their beliefs about the way they resist advertising. Design/methodology/approach A large-scale survey was conducted, taking information from 2,602 adolescents between the ages of 12 and 18 years. Findings The findings show that adolescents believe they can recognize advertising reasonably well and have a moderate understanding of it. They tend to be negative toward advertising, perceive it as an unfair practice and claim to resist it strongly. In addition, adolescents’ self-reported moral and affective advertising literacy positively affect advert...
Advertising Literacy Measurement Scale from Students' Perspective
2021
Although advertising literacy leads to critical thinking in the face of advertising, but so far, no action has been taken in Iran regarding a tool to measure this type of literacy. And after the investigations, it was determined that although much research has been done on advertising, but the lack of appropriate measurement tools to measure the level of advertising literacy is clearly evident. Therefore, this research provides a valid tool for measuring advertising literacy from students' perspective. In this study, referring to the dimensions of advertising literacy from the perspective of Malmelin (2010) and the views of related professors, a questionnaire was developed and to determine the validity of the structure, confirmatory factor analysis was used. In this study, the statistical population was high school students, considering the impact of advertising in this age range; finally, a tool with four dimensions of informational literacy, aesthetic literacy, rhetorical lite...