This presentation was given at the 2013 Fourth Estate Summit in August 2013. It presents findings from the Transformational Media Lab at UC Irvine about the impacts of engagement with Invisible Children among school-aged youth.

1. Beth Karlin
Transformational Media Lab
Center for Unconventional Security Affairs
University of California, Irvine
Proof That it’s Working:
IC in the Classroom

2. 1. Technology and new media are changing how people
interact with our natural, built, and social worlds.
Transformational Media Lab

3. 1. Technology and new media are changing how people
interact with our natural, built, and social worlds.
2. There are potential opportunities to leverage these
changes for pro-social / pro-environmental benefit.
Transformational Media Lab

4. 1. Technology and new media are changing how people
interact with our natural, built, and social worlds.
2. There are potential opportunities to leverage these
changes for pro-social / pro-environmental benefit
3. A social scientific approach provides a theoretical base
and empirical methodology to study this potential.
Transformational Media Lab

5. 1. Technology and new media are changing how people
interact with our natural, built, and social worlds.
2. There are potential opportunities to leverage these
changes for pro-social / pro-environmental benefit
3. A social scientific approach provides a theoretical base
and empirical methodology to study this potential.
Mission:
Our lab studies how media is (and can be) used to transform
individuals, communities, and systems.
Transformational Media Lab

6. Film in Schools
"I believe that the motion picture is destined to revolutionize our
educational system and that in a few years it will supplant largely,
if not entirely, the use of books.”
Thomas Edison, 1922
Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education.
Proceedings of ISA ’13:International Studies Association:San Francisco,CA
Benefits identified in past literature:
1. Engagement: narrative transportation
2. Relevance: connect course content to world
3. Credibility:“borrow” expertise
4. Empowerment: promote action

7. Invisible Children

8. Invisible Children Impacts
Africa America

9. Research Questions
What are the impacts of Invisible Children on the people
who participate in their programs?
1. Who gets involved?
2. How do they get involved?
3. What do they do?
4. What are the impacts?

10. Method: School Survey
 Goal:Assess impacts of IC tour screenings
 Sample: 4,367 students in 16 schools
 Geographically spread across US (+1 in Canada)
 11 public school, 5 private school
 9 high school, 4 middle school, 3 mixed
 8 schools (50%): first IC screening
 Measure: 50-question scantron quiz
Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education.
Proceedings of ISA ’13:International Studies Association:San Francisco,CA

11. What did they do?
Behavior % Students
Spoke with others who attended screening 78%
Spoke with others who did not attend screening 65%
Visited IC on the internet (e.g., website) 35%
Joined an IC online community (e.g., Facebook) 21%
Subscribed to an IC newsfeed online 13%
Made a donation (e.g., funds, books) to IC 27%
Purchased any films, apparel, or accessories 19%
Fundraised for IC 15%
Joined and/or started an IC club/organization 12%
None 9%
Talk 36%
Online 13%
Active 42%
Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education.
Proceedings of ISA ’13:International Studies Association:San Francisco,CA

12. What are the impacts?
Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education.
Proceedings of ISA ’13:International Studies Association:San Francisco,CA

13. What are the impacts?
Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education.
Proceedings of ISA ’13:International Studies Association:San Francisco,CA

14. Method: General Survey
 Goal: Drill deeper into attitudes and outcomes
 Sample: 2,173
 Recruited via email lists & social media platforms
 93% were students when exposed to Invisible Children
(60% High School, 17% Middle School, 16% College)
 Predominantly female (83%), white (80%), under 25 years old (88%), mid-
upper income (75%), and Christian (73%).
 Measure: Online survey with open- & closed-ended questions:
1. Demographics
2. Exposure
3. Participation
4. Outcomes
Karlin, B. et al. (2012). Educating,Empowering,and EngagingThrough Film-based Activism:A Survey of Invisible
Children Participation and Impacts. Irvine, CA: Center for Unconventional SecurityAffairs.

15. 1. Education
2. Empowerment
3. Engagement
(Knowledge/Skills)
(Beliefs/Values)
(Vocational/Civic)
What are the impacts?
Karlin, B. et al. (2012). Educating,Empowering,and EngagingThrough Film-based Activism:A Survey of Invisible
Children Participation and Impacts. Irvine, CA: Center for Unconventional SecurityAffairs.

16. Impacts: Educate
Knowledge about the issues
• Gained a better understanding of issues in central Africa (97%)
• Pay attention to world affairs (81%)
“I have learned the true meaning of
"Where you live shouldn't determine
whether you live.” (Social Justice)
“Invisible Children began my
awareness of other cultures and other
country's political issues.” (Global)

17. Impacts: Educate
Developing Efficacy and Skills
• Gained self confidence (97%)
• Ability to apply knowledge to solve problems (80%)
“Much more willing to be outspoken
and expressive,and discuss/speak
publically.” (Communication)
“I was pretty insecure and shy about my
abilities and talents.Now I feel that my
own unique skills can be used to create
change.” (Leadership)

18. Impacts: Empower
Enhancing Personal Values
• Gained an appreciation for my own life (94%)
• Personal values or priorities changed (66%)
“It has opened my eyes to the importance
of life and makes me grateful for what I
have.” (Appreciation)
“I see that life and a job is and can be
more than making money.” (Meaning)

19. Impacts: Empower
Understanding Our Connections
• Ability to interact meaningfully with others (82%)
• Things in common with different backgrounds (83%)
“My friendships are strengthened…
because they get to see another side of
me that I believe to be appealing –
empathy.” (Existing relationships)
“I got to meet so many amazing people…
and I feel like I gravitate to those people
more now,ones willing to make a
difference.” (New relationships)

20. Impacts: Engage
Guiding Academic and Career Choices
• Increased motivation to do well in school (64%)
• Started thinking more about my future (84%)
“I want to work harder,I want to make a
difference,I know that what I have to
offer can do that.” (Educational)
“Because of IC,I've realized my dream
to join the Peace Corps after I am
done with school.”(Career)

21. Impacts: Engage
Enabling Civic Engagement
• Level of interest in volunteering in local community (77%)
• Level of interest in international volunteering (84%)
“I feel confident in dealing with
politicians now and getting my point
across in government.I feel like I have a
voice in this country now.” (Political)
“I have a responsibility to do all that I
can to make life better for those less
fortunate than myself.” (Philanthropic)

22. Beth Karlin
Transformational Media Lab
Email: bkarlin@uci.edu
www.cusa.uci.edu
This work makes a difference.
Thank you!