The document discusses the importance of teaching media literacy to children, particularly regarding advertising, persuasion, and propaganda, within the elementary curriculum. It highlights how consumer culture impacts children and provides instructional strategies for teaching critical analysis of advertisements. The document emphasizes the need for educators to engage children in recognizing and understanding the messages conveyed in media.

1. Understanding,
Analyzing and
Creating Advertising,
Persuasion &
Propaganda
Renee Hobbs
MEDIA LITERACY FOR ELEMENTARY
SCHOOL TEACHERS (ML4T)
University of Zagreb, Croatia
May 12, 2015

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?

4. Consumer culture is an ideology
that operates from cradle to grave

9. Children need practice to
recognize how messages are
designed to inform, entertain and
persuade

10. www. Mindovermedia.tv

11. Propaganda can be used for
beneficial or harmful purposes

12. Play & Learning about Media
www.mypopstudio.com

13. Advertising links products with
feelings by using many techniques
to appeal to our identity, our
emotions & our values

14. Doc.dr.sc. Igor Kanižaj
Sveučilište u Zagrebu
Fakultet političkih znanosti
Studij novinarstva
www.fpzg.unizg.hr
Advertising techniques?

15. 1. Classical Advertising

16. Klasični oglasi

17. 2. Hidden advertising?

18. 18

19. 19

20. 20

21. 2. Product placement

22. 22

23. 23

24. 24

25. POWERED BY
 MG NIVELA
 SONY
 T-MOBILE
 DEEZER
 KONZUM
 JANA
 LEDO
25

26. 3. Advertising in video games

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…

30. AIDA – Frank Wobst
A – attention
I – interest
D – desire
A - action

32. Are there any good commericals for
the family?

33. Creating Public Service
Announcements in Grade 2

34. www.powerfulvoicesforkids.com

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