Media & Information Literacy For Teachers

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  • Home
  • Introduction
  • Modules
    • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
      • Unit 1: Understanding Media and Information Literacy – An Orientation
      • Unit 2: MIL and Civic Participation
      • Unit 3: Interactive with Media and Other Information Providers such as Libraries, Archives and the Internet
      • Unit 4: MIL, Teaching and Learning
    • Module 2: Understanding the News, Media, and Information Ethics
      • Unit 1: Journalism and Society
      • Unit 2: Freedom, Ethics and Accountability
      • Unit 3: What Makes News – Exploring the Criteria
      • Unit 4: The News Development Process – Going Beyond the 5Ws and 1H
    • Module 3: Representation in Media and Information
      • Unit 1: News Reporting and the Power of the Image
      • Unit 2: Industry Codes on Diversity and Representation
      • Unit 3: Television, Films, Book Publishing
      • Unit 4: Representation and Music Videos
      • Unit 5: Digital Editing and Computer Retouching
    • Module 4: Languages in Media and Information
      • Unit 1: Reading Media and Information Texts
      • Unit 2: The Medium and the Message – Print and Broadcast News
      • Unit 3: Film Genres and Storytelling
      • Unit 4: Camera Shots and Angles – Conveying Meaning
    • Module 5: Advertising
      • Unit 1: Advertising, Revenue and Regulations
      • Unit 2: Public Service Announcements
      • Unit 3: Advertising – the Creative Process
      • Unit 4: Advertising and the Political Arena
      • Unit 5: Transnational Advertising and ‘Superbrands’
    • Module 6: New and Traditional Media
      • Unit 1: From Traditional Media to New Media Technologies
      • Unit 2: Uses of New Media Technologies in Society – Mass and Digital Communications
      • Unit 3: Use of Interactive Multimedia Tools, Including Digital Games in Classrooms
    • Module 7: Internet Opportunities and Challenges
      • Unit 1: Young People in the Virtual World
      • Unit 2: Challenges and Risks in the Virtual World
    • Module 8: Information Literacy and Library Skills
      • Unit 1: Concepts and Applications of Information Literacy
      • Unit 2: Learning Environments and Information Literacy
      • Unit 3: Digital Information Literacy
    • Module 9: Communication, MIL and Learning – a Capstone Module
      • Unit 1: Communication, Teaching and Learning
      • Unit 2: Learning Theories and MIL
      • Unit 3: Managing Change to Foster an Enabling Environment for MIL in Schools
    • Module 10: Audience
    • Module 11: Media, Technology and the Global Village
      • Unit 1: Media Ownership in Today’s Global Village
      • Unit 2: Socio-Cultural and Political Dimensions of Globalized Media
      • Unit 3: Commoditization of Information
      • Unit 4: The Rise of Alternative Media
    • Module 12: Freedom of Expression Toolkit
  • Resources
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Home / Modules / Module 5: Advertising

Module 5: Advertising

BACKGROUND AND RATIONALE

Advertising involves the paid use of the media (print and electronic) – in terms of time or space – to promote a message, service or product. Generally speaking, there are two types of advertising: commercial advertising; and public service announcements, sometimes called social marketing. Commercial advertising typically involves the promotion of a person, product, service or company in order to generate sales (e.g. commercials and print ads for clothing companies, soft drinks, movies, etc.), whereas public service announcements involve the promotion of messages and services that benefit the general public (e.g. health and safety messages, literacy promotion, etc.) Both forms of advertising constitute the primary source of revenue for traditional and new media. The revenue that media and other information providers receive from advertising is used to pay for operating costs and the development of content (e.g. television programmes, website material, magazine articles, radio programmes, etc.). Without this revenue, most private media companies, which form a part of a central advocating mechanism for the democracy and freedoms we enjoy, could not survive.

It is important for the media to attract advertising revenue by offering opportunities or ‘vehicles’ that will appeal to advertisers and sponsors. Therefore, the media often develop content that is in public demand or that will attract various large groups of citizens. These groups may be categorized according to age, race, sex, income, political persuasion, and so on.

Advertising, in one form or another, reaches almost every corner of the globe. Companies, organizations, citizens and governments use advertising to promote products and services, and to convey information, beliefs and values. The information or messages conveyed through advertising are essential to the decision-making public. Given the prominent role of advertising in our societies today, teachers should understand what goes into the creation of effective advertising and be able to evaluate advertisements as sources of information. Furthermore, it is important for teachers to learn about the mechanisms that allow citizens to provide feedback on ads to the industry and to government officials.

Advertising can have a negative effect upon the media, however. Pressure from advertisers may lead to journalists avoiding writing about controversial topics. It can drive out public – interest content in favour of entertainment that attracts a particular audience. Unless there is a clear wall between the editorial and the business sides of the media, which is less and less the case, then the business interests of the media company can impact content and news coverage without this being overt.

While advertising opportunities have expanded with the explosion of media and technology, the industry continues to be regulated by specific codes intended to help maintain public confidence. Generally speaking, these codes operate at the national level and are created by the advertising industry. The codes are designed to help ensure that advertising is truthful, fair and accurate. In many countries, advertising councils and consumer affairs groups can be contacted by consumers if they have any questions or concerns about industry practices.

Advertising today has moved beyond its traditional role. No longer confined to television commercials, magazine ads or billboards, ads for more and more products, information, messages and ideas can now be presented through pop-ups on web sites, mobile phones and other handheld devices, product placements in film and television programmes, and sponsorship agreements, as companies continue to seek new ways to bring their information to the public. Governments, politicians and non-governmental organizations (NGOs) also make use of advertising strategies as they attempt to promote and gain approval for policies or programmes and, in some cases, improve their image.

In many countries, the local private advertising base is not sufficient to sustain all the media entities that exist. Therefore, at times, media companies must also depend on advertising from foreign companies as well as the government. In addition, international companies and organizations that want to reach local audiences purchase advertising space from local media. In recent years, we have seen the emergence of ‘superbrands’: products or companies whose advertising and branding efforts have ‘gone global’.

RESOURCES FOR THIS MODULE

RESOURCES FOR THIS MODULE

Please note that the bulk of these resources are drawn from North America and may not be appropriate for use throughout the world. Trainers should seek to identify alternative local or regional materials that offer more relevant examples to the trainees.

  • Adbusters – Offers a critique of advertising and popular culture; famous for its ‘spoof’ ads
  • Advertising Age – An industry publication, with advertising costs, reports on strategies, etc.
  • Ads of the World – An advertising archive and forum discussing advertising work worldwide
  • The Persuaders – Frontline – This programme explores how marketing and advertising strategies have come to influence not only what people buy, but also how they view themselves and the world around them. This 90-minute documentary draws on a range of experts and observers of the advertising/marketing world. The entire programme can be viewed online at the PBS website in six excerpts. For this module, if possible, view Chapters 1 and 2 of the programme High Concept Campaign and Emotional Branding
  • http://www.un.org.za/public-service-announcement-on-the-effects-of-drugs
  • http://www.unodc.org/unodc/en/human-trafficking/human-trafficking-publicservice-announcements.html
  • http://saloproductions.com/public-service-announcements/psa-samples.php
  • The Merchants of Cool – Frontline – A document available online that explores how advertisers target youth
  • Think Literacy, Media, Grades 7–10 (2005) – A resource for creating public service announcements.
  • Rejected Online – Ads rejected by clients on aesthetic, commercial or strategic grounds. Also includes rejected, banned, spoof and most criticized ads
  • Unit 1: Advertising, Revenue and Regulations
  • Unit 2: Public Service Announcements
  • Unit 3: Advertising – the Creative Process
  • Unit 4: Advertising and the Political Arena
  • Unit 5: Transnational Advertising and ‘Superbrands’

Modules

  • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
  • Module 2: Understanding the News, Media, and Information Ethics
  • Module 3: Representation in Media and Information
  • Module 4: Languages in Media and Information
  • Module 5: Advertising
  • Module 6: New and Traditional Media
  • Module 7: Internet Opportunities and Challenges
  • Module 8: Information Literacy and Library Skills
  • Module 10: Audience
  • Module 11: Media, Technology and the Global Village
  • Module 12: Freedom of Expression Toolkit

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