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Social media marketing is evolving rapidly, with content marketing emerging as a prominent technique. Content marketing blurs the lines between content and advertising and aims to foster enduring positive relationships between brand and consumer. For gambling products, approximately 40–50% of social media adverts are content marketing. International advertising codes stipulate that advertising must be obviously identifiable as such. However, it remains unclear whether gambling content marketing is identifiable to children and young adults who are particularly vulnerable to wide ranging gambling harms. An online experiment with over 650 participants aged 11-78 investigates whether consumers in different age groups can recognise content marketing as advertising. The two main results are that firstly, children and young adults show significantly lower recognition rates for social media gambling adverts than older adults. Secondly, irrespective of age, content marketing is challenging to identify compared to conventional adverts. Recognition levels for gambling content marketing are around chance for children and young adults, while only slightly above for older adults. Yet gambling content marketing continues to appear in social media. The findings underscore the deficiencies in current advertising regulations. Other countries have banned gambling advertising completely. The authors recommend that GB regulators consider either banning gambling operators from using content marketing or stipulating mandatory inclusion of conspicuous "This is gambling advertising" labels. The authors also recommend the expansion of advertising literacy education in schools and third sector gambling education programmes. These measures would enhance consumer protection from gambling harms in the ever-evolving landscape of social media marketing. [ABSTRACT FROM AUTHOR]

The authors of this research study investigated the ability of first-time voters to comprehend, identify and evaluate political advertising along with their ability to understand and identify disinformation in political advertising. Two groups were compared: one that received media education as a compulsory subject in school and one that did not. This study also showcases the positive impact of media education on first-time voters, since it revealed a significant difference in advertising literacy levels between these groups. The results of the study show that there were notable improvements in defining and identifying political advertising and disinformation among media-educated students. Both groups of students were able to define the goals of disinformation in political advertising and most consider them unethical. The highest score in both groups was achieved in verifying media sources and news. This study highlights the paramount importance of advertising literacy for first-time voters since it gives them the tools to discern political advertising and enables them to make well-informed decisions during the electoral process. It also emphasises the importance of media education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Abant Social Sciences / Abant Sosyal Bilimler Dergisi is the property of Journal of Abant Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicação, Mídia e Consumo is the property of Escola Superior de Propaganda e Marketing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There are growing concerns about the commercialisation of childhood and the consequences of marketing to children, including marketing's negative effects and increasingly sophisticated and potentially deceptive online tactics that permeate the contemporary media environment. Children and young people are prolific users of video-sharing platforms (VSP) such as TikTok and YouTube, yet little is known about children's advertising literacy within these contexts. Therefore, this paper answers recent calls for a deeper understanding of children's advertising literacy in light of their increasingly digital lifestyles. A combination of qualitative, participatory creative methods were used with children aged 9–11 from the UK. Findings show that despite their negative perceptions of online advertising, children place a level of trust in video-sharing platforms, based on a misconception that the commercialisation of content is always disclosed. This is concerning because children may prefer and pay more attention to content that they believe to be genuine. [ABSTRACT FROM AUTHOR]

YouTube unboxing videos have become a popular genre among youth, and hosts often receive financial or other incentives for showcasing products. Although sponsored relationships must be explicitly disclosed per legal regulations, not all videos comply. This study assesses US tweens' reactions to unboxing videos with varying cues of a sponsored relationship between the host and product manufacturer, using a 3 (sponsored; non-sponsored; sponsorship unaddressed cue) x 2 (advertising training; no advertising training) randomized experimental design. The sample consisted of 215 tweens between ages 8–13 years. Half of the participants were randomly assigned to watch an advertising literacy training video before the unboxing video. Tweens detect a higher selling intent within the sponsored video (relative to the non-sponsored video), only after viewing the advertising literacy training video. The training video enhances the positive relationship between perceived informative intent and purchase intention, while weakening the positive relationship between perceived selling intent and purchase intention. Findings suggest tweens may have a unique mental schema for unboxing-style online videos which is a hybrid of informational and advertisement. Brief training videos could be used on video streaming platforms to develop and cue tweens' advertising literacy. Children's advertising literacy develops with age, but identifying native forms of online advertising is especially difficult. Tweens need cues to apply advertising literacy skills. Displaying sponsorship disclosures has shown mixed success at activating their advertising knowledge in online advertising contexts. Tweens differentiate selling intent between sponsored and non-sponsored unboxing videos only after prior training. The training does not help them detect selling intent in videos without sponsorship disclosures, or reduce tweens' perceptions of the informative intent of sponsored content. Embedding advertising literacy training videos within YouTube could help counter vulnerability to native advertising. Advertising literacy training content may need to closely match persuasive tactics within sponsored content, as tweens did not generalize concepts from the training video. [ABSTRACT FROM AUTHOR]

The use of loot boxes has been compared to gambling due to its random nature, with the consequent risk of being conceived as an ordinary activity implemented in the daily routine. One of the factors contributing to these gambling behaviors is exposure to gambling advertisements. It is essential to protect children and adolescents from prejudicial advertising, since due to their psycho-evolutionary development, advertising makes them impressionable and suggestible. Currently, there is scarcely any research on the influence of advertising on underage buyers of loot boxes. Knowledge in this regard is important to adequately address efforts to protect minors from the potential impact of gambling and its advertising. Thus, this study aims to examine how understanding advertising intent in loot box advertising moderates the relationship between the recognition of loot box advertising and the problematic usage of loot boxes in a sample of adolescents. The present study used a cross-sectional design, and the sample is composed by 451 adolescents (85.8 % male) that played videogames and purchased loot boxes in the last 12 months. Results indicated that understanding advertising intent played a moderating role in the relationship between advertising recognition and Problematic Use of Loot Boxes, strengthening it positively. The findings showed that when there was a low degree of understanding advertising intent, the former relationship was not significant. However, with a high level of understanding advertising intent the relationship between advertising recognition and Problematic Use of Loot Boxes was significant and strengthened. This means that knowing how ads try persuading the player affects how adverts are linked to PULB. Specifically, if adolescents understand that ads are trying to sell them loot boxes, this knowledge makes the relationship between seeing ads and having PULB stronger. These results are of interest for advertising literacy strategies.

Teknoloji ve medya araçlarının gelişmesi ve farklılaşmasıyla birçok yeniliğin hayatlarımıza girdiğine, buna bağlı olarak markaların da reklam ve pazarlama stratejilerini değiştirdiklerine tanık olmaktayız. Geleneksel reklamcılık anlayışının haricinde son zamanlarda sosyal medya ortamlarında sıklıkla gördüğümüz ve markaların önemli yatırım bütçeleri ayırdığı influencer reklamcılık/pazarlama içerikleri hatırı sayılır bir şekilde çocukları ve ergenleri de hedeflemektedir. Bununla birlikte ergenlerin influencer pazarlama/reklamcılık karşısında reklam okuryazarlık becerilerini nasıl işe koştukları hakkındaki mevcut duruma ilişkin bilgimiz sınırlıdır. Bu çalışma, ergenlerin bilişsel, duygusal ve ahlaki reklam okuryazarlığı becerilerinin influencer pazarlama/reklamcılığın ikna edici doğasıyla mücadelede nasıl kullandığını anlamak amacıyla yürütülmüştür. Yorumlayıcı nitel bir metodolojiyi benimseyen çalışmanın verileri 15-17 yaşları arasındaki ergen katılımcılardan yarı yapılandırılmış görüşmeler yoluyla elde edilmiştir. Yönlendirilmiş niteliksel içerik analiziyle irdelenen verilerden ulaşılan bulgular, ergenlerin bilişsel reklam okuryazarlığı becerilerinin gelişmiş olmasına karşın influencerlarla kurdukları parasosyal ilişkinin duygusal ve ahlaki reklam okuryazarlık becerilerinin devreye alınmasını engelleyebileceğini göstermektedir.

Copyright of Journal of Academic Inquiries / Akademik Incelemeler Dergisi is the property of Akademik Incelemeler Dergisi (Journal of Academic Inquiries) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The evolving media ecosystem underscores the pressing need for media literacy within the population. Numerous academic research initiatives typically focus on competencies such as mobile device management and the identification of fake news on social networks, among others. This paper seeks to uncover how academic research tackles advertising literacy, a facet of media literacy that promotes the development of critical consumers. Advertising literacy is increasingly recognised as a crucial competency in today's world, given the ubiquity of advertising messages and their potential to influence purchasing decisions, worldviews, and cultural perceptions. A systematic review was conducted, drawing on both quantitative and qualitative methodologies, of articles on the topic published in Social Science academic journals indexed in Scopus. Significant findings suggest that advertising literacy has been a subject of analysis for over three decades, and that journals publishing on this topic, along with the affiliations of authors, are predominantly based in Europe and the United States. Additionally, it was observed that applied research, especially surveys and experiments, has superseded theoretical research in the analysis of this subject. The studies practical implications, alongside their theoretical contributions, are noteworthy. The conclusion drawn suggests that advertising literacy is a research area with substantial growth potential, warranting the attention of the educational and media industries. [ABSTRACT FROM AUTHOR]

Answering the strong need for insight into how minors can effectively be informed about advertising (e.g., influencer marketing) in online content, we ran an online experiment (N = 623 minors between 8 and 18 years old) testing the effects of two pictograms that were designed in co-creation with minors and the potential of an awareness campaign to boost the pictogram’s effectiveness. Our findings provide three important insights that have implications for theory, practice, and regulation. First, we find that minors are able to distinguish between sponsored and non-sponsored videos, indicating that they have developed some level of advertising literacy in this context. Second, our study shows that the two pictograms informing minors about advertising in online videos went unnoticed by most viewers and did not enhance conceptual or attitudinal advertising literacy. Third, the awareness campaign did not lead to higher recognition of the pictograms nor enhanced advertising literacy. The campaign did increase minors’ understanding of the meaning of the pictograms. However, the majority of minors also understood the pictograms without the campaign. Based upon our findings, we argue that pictograms are unnoticed by most minors and seem ineffective in enhancing minors’ advertising literacy. Although an awareness campaign can familiarize minors with pictograms and their implementation in online videos, it does not seem to boost the pictogram’s effects on advertising literacy.

Werbung durch Influencer:innen stellt für Jugendliche eine Herausforderung dar, da sich redaktionelle Inhalte eines Mediums (ohne Verkaufsabsicht) mit persuasiven Inhalten von Werbebotschaften (mit Verkaufsabsicht) verschränken. Der vorliegende Beitrag hat daher das Ziel, ein Erhebungsinstrument zu entwickeln, das die Kompetenz Jugendlicher im Umgang mit Influencer:innen-Marketing erfasst. Hierzu wurden bestehende Skalen zur Advertising Literacy übersetzt, an den Kontext von Influencer:innen-Marketing adaptiert und erweitert. Die resultierenden Items wurden anhand einer Stichprobe von 14- bis 18-Jährigen (N = 248) validiert. Basierend auf faktoranalytischen Ergebnissen wird die Adolescent Advertising Literacy Scale – Influencer Marketing (AALS-IM) vorgeschlagen. Diese Skala unterscheidet in ihrer finalen Fassung zwei Dimensionen der dispositionalen Kompetenz Advertising Literacy: Die konzeptuelle Dimension bezieht sich auf das Wissen über und das Erkennen von Influencer:innen-Marketing, während die evaluative Dimension die persönliche Haltung gegenüber Influencer:innen-Marketing darstellt. Beide Dimensionen werden im Instrument durch acht Skalen abgebildet, die sich aus insgesamt 41 Items zusammensetzen. Eine anwendungsbezogene Dimension, wie sie in der theoretischen Herleitung angenommen wurde, konnte in der empirischen Untersuchung nicht bestätigt werden. Die Betrachtung deskriptiver Statistiken und Schätzungen der internen Konsistenz sowie die Analyse korrelativer Zusammenhänge zwischen und innerhalb der Dimensionen ergänzen die Validierung. Ansätze für weiterführende Untersuchungen von Advertising Literacy im Kontext des Influencer:innen-Marketings werden abschliessend diskutiert.

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Methaodos: Social Science Journal / Methaodos: Revista de Ciencias Sociales is the property of Departamento de Ciencias de la Comunicacion y Sociologia, Universidad Rey Juan Carlos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Answering the strong need for insight into how minors can effectively be informed about advertising (e.g., influencer marketing) in online content, we ran an online experiment (N =623 minors between 8 and 18 years old) testing the effects of two pictograms that were designed in co-creation with minors and the potential of an awareness campaign to boost the pictogram-s effectiveness. Our findings provide three important insights that have implications for theory, practice, and regulation. First, we find that minors are able to distinguish between sponsored and non-sponsored videos, indicating that they have developed some level of advertising literacy in this context. Second, our study shows that the two pictograms informing minors about advertising in online videos went unnoticed by most viewers and did not enhance conceptual or attitudinal advertising literacy. Third, the awareness campaign did not lead to higher recognition of the pictograms nor enhanced advertising literacy. The campaign did increase minors' understanding of the meaning of the pictograms. However, the majority of minors also understood the pictograms without the campaign. Based upon our findings, we argue that pictograms are unnoticed by most minors and seem ineffective in enhancing minors' advertising literacy. Although an awareness campaign can familiarize minors with pictograms and their implementation in online videos, it does not seem to boost the pictogram's effects on advertising literacy. [ABSTRACT FROM AUTHOR]

Due to recent developments in the media landscape, the lines between the commercial message and media content have blurred and consumers’ advertising literacy is being challenged. Thus, a required skill and ability in our digital age is advertising literacy. This study is designed to investigate what consequences from advertising literacy arise. In such terms, this study proposes skepticism toward advertising, perception of advertising value, and attitude toward advertising. Study findings suggest that advertising literacy is likely to decrease consumers’ skepticism toward advertising and enhance their attitude toward ad. In addition, this study finds that advertising literacy increases consumers’ perceived value of advertising. Further research is proposed. [ABSTRACT FROM AUTHOR]

Bu çalışmanın amacı, 2019 Ortaokul Türkçe Dersi Öğretim Programı’nı (TDÖP) ve 5-8. sınıf düzeylerinde okutulan bir Türkçe ders kitabını (TDK) reklam okuryazarlığı bağlamında incelemektir. Bu amaç doğrultusunda TDÖP’te yer alan ortaokul düzeyindeki sınıfların ders kazanım ve kazanım açıklamaları ile TDK’deki okuma, dinleme/izleme metinleri ve etkinlikleri reklam okuryazarlığı açısından incelenmiştir. Nitel yaklaşımla tasarlanan bu çalışmada veriler, doküman analizi yoluyla toplanmıştır. Elde edilen veriler betimsel analiz yoluyla incelenmiştir. TDÖP’te reklam okuryazarlığı ile ilgili kazanımların olduğu bununla birlikte bu kazanımların dil becerilerine dengeli biçimde yansıtılmadığı belirlenmiştir. TDK’de reklam okuryazarlığı ile ilgi kurulabilecek dinleme/okuma metnine rastlanmamış olmakla birlikte reklam okuryazarlığı ile ilgili etkinlikler söz konusudur. Ancak bu etkinliklerin de reklamların temel amacını yansıtmadığı söylenebilir. Hâlbuki farklı okuryazarlıkları öne çıkaran TDÖP gösterimleri doğrultusunda ortaokul TDK’de reklamların doğasını yansıtan metinlere ve etkinliklerine yer verilerek öğrencilerin reklamlarda kullanılan ikna stratejilerine karşı zihinsel ve duygusal açıdan daha hazırlıklı kılınabileceği açıktır.

This experimental design is conducted by applying laboratory experiments to investigate the effects of intentional manipulations on participating subjects. In detail, this research attempts to examine the quality of advertising proxies in marketing communication affected by Advertising Format and Advertising Literacy. The first experiment involves 100 participants who are randomly given interactive or non-interactive advertising from a peer. In the second experiment, 226 undergraduate students of Mulawarman University, Indonesia, are randomly assigned to eight designated situations. Looking at this study's results, improving entertaining features (Advertising Format) in advertising is found to deliver a significantly positive effect to attract consumers' attention. The Advertising Literacy variable is discovered to negatively affect the quality of advertising in a weak consumer tie. Hence, this study suggests that advertising literacy expectedly decreases consumers' perceived value of advertising and lessens their intentions to share. This paper will contribute to the marketing and advertising literature to design an online advertisement on Instagram. [ABSTRACT FROM AUTHOR]

It has been traditionally estimated that children begin to understand the persuasive intent of advertising at about the age of 8 which is when they acquire the skills of adult consumers. The ability to identify and interpret the persuasive content that minors are exposed to via mobile phones was analyzed through semi-structured interviews of children aged 10 to 14 years along with their parents in 20 households. Although minors seem to be able to recognize the persuasive intent of advertising, this does not necessarily mean that they have a deep understanding of the new digital formats that combine persuasion and entertainment. Data analysis of the interviews shows low recognition of the persuasive intent of commercial messages that are not explicitly identified as such, particularly on social networks. Data collected after minors viewing of different examples allowed researchers to conclude that standardized advertising is mainly identified by its format. Three levels of advertising processing were detected in minors: the liking of the advertisement, the affinity for the advertised product, and the ability to contrast the claims with searches for comments, forums or opinions of influencers. Recent research verified that conceptual knowledge of the persuasive intention of the advertising does not suffice for minors to interpret the message, a fact that must be taken into account when developing advertising literacy. For parents, the amount of time spent on these devices and the type of use minors make of their cellphones or the relationships they establish on them are more relevant than exposure to advertising itself.

Our study stresses the importance of developing understandable and easily recognizable ad disclosures for adolescents as a specific target group of social media influencer (SMI) advertising. A comprehensive advertising literacy concept that includes a cognitive, performative, and attitudinal component builds the theoretical background of the present research. We examine the effectiveness of ad disclosure in the native language of adolescent Instagram users, explore their understanding of the economic mechanism behind SMIs’ advertising activities, and their skepticism toward sponsored content. Furthermore, we analyze the role that sponsorship transparency on Instagram stories plays in adolescents’ responses to advertising. A three-level between-subjects survey-based experimental design (manipulating the absence of ad disclosure versus ad disclosure in the participants’ native language versus standardized paid partnership ad disclosure in English) was conducted online with female adolescent participants (N = 241) in a European country. Findings showed that adolescents who understand the economic model behind SMI advertising have positive intentions toward the SMI and intend to spread online information about the promoted brand. However, even if ad disclosure made in the adolescents’ native language improved ad recognition, such knowledge did not result in more sophisticated defense mechanisms in the form of critical evaluations of the ads.

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. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 21st century witnesses that people live in a world intertwined with various kinds of advertising, whichutilize any possible channel to reach its audience to persuade them to think, behave and live in the desiredway, and that the advertising industry progresses further each passing day with the help of opportunitiesprovided by digital technologies. Therefore, it is vital for the people in this century to avoid falling behindthis progress and develop the necessary skills to defend and empower themselves against any persuasivemessages embedded explicitly or implicitly in digital advertisements. When Turkey is considered, it isseen that the rates of digital ad investments and spending have shown a considerable increase lately, resultingin a possible increase in the probability of people encountering numerous and different types of digitaladvertising during their time spent online, which has also increased dramatically in recent years. Fromthis point of view, drawing from some preliminary research, this paper attempts to discuss the necessity ofdigital advertising literacy in the context of Turkey.

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Minors are exposed to various contents when browsing the Internet, this study specifically explores those created by influencers, who stand out for sharing advertising in a hybrid format and represent a greater challenge to be identified as such. The objective of the research is to find out the criteria by which minors process information when they consume advertising content shared by influencers, paying special attention to those elements of the publication that arouse their questioning. To answer the questions raised, 12 discussion groups were held where 62 minors between 11 and 17 years of age from private, concerted and public schools in Spain participated during the first semester of 2021. The results show that in general minors identify a commercial link between brands and influencers, however, and especially with the youngest, they are not able to identify when paid content is presented to them, if it is not marked as such; For their part, adolescents have certain resources that activate their critical attitude towards influencer marketing: the profile of the influencer and their degree of affinity with the promoted product. [ABSTRACT FROM AUTHOR]

Advertising comes at the head of communication activities that brands have used to communicate with their consumers from past to present. The fact that advertising is seen as an indispensable element by brands can cause individuals to be consciously or unconsciously exposed to numerous messages in their daily life. In this regard, how consumers understand and interpret these messages can lead from the attitude towards the advertisement to the act of purchasing. At this point, advertising literacy has been playing an important role as a part of media literacy. The aim of this study is to determine the advertising literacy dimensions of consumers and to measure how their attitudes towards rational and emotional advertising change in terms of advertising literacy dimensions. For this purpose, the survey technique designed utilizing Google Forms has been applied to 271 people, on the scale of online networks with the convenience-sampling method. According to the results of the research, which was developed based on Malmelin's (2010) four-dimensional advertising literacy model, four basic advertising literacy factors were revealed: informational, rhetorical, visual/aesthetic and promotional. It has been observed that the informational and visual/aesthetic dimensions have a significant and positive effect on the attitude towards rational and emotional ads. [ABSTRACT FROM AUTHOR]

Advertising is ubiquitous in children's everyday life – and on the Internet. The manifestations of online advertising are not only diverse but also very dynamic, increasingly personalised and therefore challenging for young online users in multiple respects. From the perspectives of both law and media education, the central question arises whether children are able to identify online advertising as such and to understand its intention. A basic understanding of advertising and reliable labelling of advertising material is seen as fundamental requirements for children to identify advertising as such and to be able to handle it appropriately and competently. Concerning the question of advertising literacy, we present findings of an interdisciplinary study in which we investigate the concept of online advertising of primary school age and how they deal with advertising online. The results show how challenging online advertising is for children and at which points they have difficulties in transferring their concept of advertising to online content. Against the background of the study, we discuss the idea of advertising literacy and the methodological challenges about current and future forms of online advertising and persuasive messages.

Digital assistants increasingly infiltrate the world of children. The way they function reminds us somewhat of playmates, nannies and tutors. So far, educators have only marginally dealt with this new media phenomenon, yet the use of smart speakers by young people offers many opportunities as well as challenges. These are elaborated in this article and classified in terms of media education. Firstly, we will address a definition of smart speakers and digital speech assistants, and then examine their use by means of usage data. We will then concentrate on examining the extent to which these smart technologies play a role in the environments of young people. What forms of advertising are there? What data do digital assistants collect? And finally, how can parents, educators and companies ensure that smart technologies are used in a child-friendly manner that complies with data protection regulations? Our aim is to nudge the phenomenon of smart speakers and speech assistants into the media-pedagogical focus. Dealing with the specific characteristics of smart speakers requires a high degree of (child) user competence. As we will show in the conclusion, there are further pedagogically beneficial approaches from the point of view of promoting advertising literacy.

Children are heavily confronted with advertising messages in their media environments. Given the emotional nature of contemporary advertising and children’s still developing cognitive skills, young consumers are hardly able to cope critically with advertising attempts. So that children are able to detect the persuasive intent, advertising disclosures are viewed as potential supportive measures to mitigate harm that excessive advertising might cause to children. However, the effects of advertising disclosures on children’s awareness of persuasion, i.e., “persuasion knowledge,” appear to be mixed. Moreover, scholars of this research field lack a consensus about what kind of determining factors play important roles in terms of children’s persuasion knowledge activation through disclosures. The present study builds on persuasion knowledge literature and investigates whether the factors identified in this research field can be also transferred to advertising disclosures. The results of a literature review of previous disclosure research show that disclosures might need specific ‘features’ so that advertising disclosures can be effective among children. Furthermore, not all children appear to be equally likely to grasp the meaning of disclosures. However, individual factors other than age might be more important in this context, including environment and situation. Finally, opportunities for future research are discussed.

Social media has evolved over time from the digital platforms that facilitated human connections they initially set out to be, to the extremely popular and influential channels of information exchange they are today, overrun with misinformation, propaganda, and sponsored content. Adolescents are particularly susceptible to the effects of social media, and the relationship between social media and adolescents has been researched heavily in several different contexts such as identity-formation, mental health, and social interactions, to mixed results. This research seeks to understand the effects of social media on adolescents through the lens of information and advertising literacy. This research reviews the existing literature on adolescents' abilities to identify misinformation and sponsored content on social media, the two measures for critical thinking used in this research. The findings indicate that although adolescents' critical thinking skills on social media are not activated in most instances, it is a complex issue with several influencing factors, calling for future research in this area. [ABSTRACT FROM AUTHOR]

Copyright of Comunicação Pública is the property of Escola Superior de Comunicacao Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Advertising literacy can be approached from three different vantage-points. From the point of view of media education and research, advertising literacy is an analytic concept and a model that can be used to study different forms of advertising. From the consumer point of view, advertising literacy is part of the individual's personal, practical ability to understand commercial messages and media phenomena. Finally, from the communicator's perspective, advertising literacy is a new viewpoint that provides direction for advertising planning. An analysis of consumers' literacy skills directs choices concerning the measures and channels of communication. The model facilitates the planning of communications and the formulation of messages, but also helps to understand what kind of communications potentially annoys media literate consumers. Given the well-documented importance of media literacy and media education, it is surprising how little research attention has been paid to the aspect of advertising. Advertising has usually been discussed in the frame of media literacy in general. Many of the textbooks on media literacy identify advertising as a component part of media literacy. but overall the conceptualization and modelling of advertising literacy has failed to move beyond its infancy. Indeed, it is quite obvious that the concept of advertising literacy needs to be clarified and developed further. Furthermore, the model of advertising literacy provides a way of anticipating stakeholder reactions and of analysing the social impacts communications. Enlightened consumers and critical stakeholders require transparency, reliability and social responsibility of companies and their communications. The demands of social responsibility also apply to advertisers, advertising agencies and advertising planners, because advertisements are shaping people's attitudes and cultural values as well as public debate to a greater extent than before.

Copyright of Turkish Review of Communication Studies / Türkiye İletişim Araştırmaları Dergisi is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to develop and test an indirect measurement instrument that is able to assess children's advertising literacy activation. Study 1 (N = 24, age: 10–12) describes the development of the Advertising Literacy Activation Task (ALAT) in which participants sort successive words in two categories: advertising or news. Studies 2 and 3 tested the ALAT on usability, reliability, predictive, and construct validity. In study 2 (N = 38, age: 10–12), participants were primed with a story about advertising or about news. Study 3 (N = 114, age: 7–13) used a similar design but with actual television commercials and news broadcast. Frequency and speed of categorizing conceptual and attitudinal words were analyzed with Bayesian statistics investigating effects of priming, dispositional advertising literacy, and their interactions. Results indicate that the ALAT is a usable and reliable measurement instrument with good predictive validity, but with limited construct validity. [ABSTRACT FROM AUTHOR]