Foregrounding Morality: Encouraging Parental Media Literacy Intervention Using the TARES Test for Ethical Persuasion

In the United States, children are exposed to literally hundreds of thousands of television commercials a year and virtually every aspect of kids’ lives are replete with commercial messages. The negative effects of this exposure are well documented. Yet, there remains very little regulation or limit on advertising to children beyond that which exists for adults. Additionally, only about 1/3 of U.S. parents wish for stronger controls. This presents a challenge for media literacy scholars and practitioners. Research has shown that, when presented with information about the negative effects of commercial messages, parents are more likely to adopt some form of media literacy intervention. In this study, we test to see if framing the concept of advertising to children as being unethical (using the TARES test) will increase parents’ willingness to engage in medial literacy intervention techniques. Results show that when advertising to children is framed as being unethical, parents indicated more of a willingness to engage in concept-oriented communication as a media literacy intervention than when the negative effects of advertising is presented without framing it from an ethical perspective

Improving and Assessing Information Literacy Skills through Faculty-Librarian Collaboration

This article addresses ways to assess the effectiveness of integrating information literacy into college courses by taking a close look at a partnership developed between Dr. Amy Dailey and the reference librarians at Gettysburg College

Making Sense and Talking Sense: A Case Study of the Correlations Between Sensemaking, Identity and Image in the New Zealand Functional Food Industry

Functional foods are purported by scientists to provide consumers with health benefits over and above food’s most basic uses: providing energy and sustaining life. Western nations, including New Zealand, face significant health challenges as their populations suffer from unprecedented rates of chronic illnesses like cancer and obesity, and health-conscious consumers appear willing and able to purchase these products. The functional food industry has been growing rapidly for the last decade and is widely tipped to continue this growth. However, there is concern that the market is largely unregulated and consumers are confused by the sheer volume of news and information about functional food and health issues. The purpose of this study is to examine the way that a functional food producer makes sense of its role in this complex social, political and economic context, particularly regarding its contribution to public health. The study takes a communication perspective and uses primarily a thematic analysis. Theories of organisational sensemaking, identity and image provide a framework for the case study analysis focusing on organisational communication with stakeholders and attempts to manage contextual issues that affect both the case study organisation and the whole industry. Data was gathered by interviewing higher-level managers from a range of divisions in the organisation, and by collecting a selection of corporate communication documents produced by the organisation for consumers. The study found that the case study organisation’s identity was heavily influenced by health values that align with the product’s proven health benefits. However, the organisation promotes the product as a premium food product, which prices a number of consumers out of the market, and illustrates the limitations this particular product has for improving consumer health. At the same time, the organisational identity comes under threat from challenges to the sustainability of the organisation’s production methods. Analysing the way organisational members respond to these threats provides an interesting picture of the way sensemaking processes are affected by external influences as internal stakeholders re-assess the organisation’s identity

Why lifelong learning and why learning cities?

This article is based on a keynote presentation made in May 2014 at the Townsville Learning Cities conference in Australia, one of a series of regional events organized by the Australian Learning Community Network. The presentation sought to answer a series of specific questions that had been posed by the city of Townsville as follows: What are the Community benefits of a local government emphasis on lifelong learning? How do we engage youth in learning? How do we reengage adults in learning after formal learning? How do we maintain engagement in learning throughout the life-course? What examples exist internationally for maintaining community participation in learning? This is a specific example of one small city in Australia, but the issues raised might pertain to many other cities in the world

The Rhetoric of Video Games

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning Bogost's chapter offers an introduction to rhetoric in games. First he looks at the way games and their rules embody cultural values, following the work of Brian Sutton-Smith and looking in particular at a few examples from international sports. Then he discusses the relationship between games and ideology, showing how game play can unpack and expose deeply engrained social, cultural, and political assumptions. Finally he discusses the ways videogames make arguments. Drawing on the history of rhetoric, Bogost introduces a notion he calls "procedural rhetoric," the art of persuasion through rule-based representations and interactions

Affect: knowledge, communication, creativity and emotion

Concerns about emotional well-being have recently become the focus of social policy, particularly in education settings. This is a sudden and unique development in placing new ideas about emotion and creativity and communication in curriculum content, pedagogy and assessment, but also in redefining fundamentally what it is to ‘know’. Our report charts the creation of what we call an ‘emotional epistemology’ that may undermine all previous ideas about epistemology, draws out implications for educational aspirations and purposes and evaluates potential implications for these aspirations and purposes if trends we identify here continue into the future.This document has been commissioned as part of the UK Department for Children, Schools and Families’ Beyond Current Horizons project, led by Futurelab. The views expressed do not represent the policy of any Government or organisation