Week 5

This blog post is a critical analysis of the use of advertising in the classroom. Firstly, outlining the National Curriculum (DfE, 2013) guidance on advertising, and then moving on to what is appropriate in the classroom, before discussing the real dangers that advertising presents to children.

As a teacher, it is important to not only teach children how to use persuasive language and the formats of advertising, it is just as important to alert children to the dangers that advertising may present. The National Curriculum for 2014 (DfE, 2013) does not highlight explicitly that teachers must inform children of the formats of advertisement, or persuasive writing, however outlines a range of skills, that are associated with persuasive writing. From experience, children respond better to a task if given a meaningful context with which to draw inspiration or understanding from. In this instance, it might seem odd that when teaching advertising, a teacher would not show a real advert for children to gain a clearer understanding from. This however is where the issue lies in terms of teaching. Selecting an appropriate advert, that will not influence children’s views, but is relevant to them so as to engage them, is extremely hard. This is due to the narrow criteria for selecting an advert, because nowadays, all adverts that are aimed at children, have the primary aim of wanting children, or parents to spend money, which is not a message that should be conveyed in the classroom (Buckingham, 1993).

Dyson (2003) outlines that the use of advertising in education can boost children’s self-esteem, as it promotes critical thinking, and children can recognise themselves as individuals; giving a sense of identity. However, it could be argued that the use of popular culture or advertising in education could present false ideas to children, and promote the wrong kind of message (Banaji, 2010). Banaji (2010) present this idea as ‘manipulative advertising’, expressing while there are many benefits to using advertising in the classroom, teachers need to be extremely cautious and clearly reiterate the learning intention to justify their actions.

Gunter, Oates and Blade (2005) highlight the fact that children have an incredible amount of spending power, not only from their own money, but also influencing what their parents spend their money on. This is a direct result of advertising, as Gunter et al (2005) go on to express that much of the advertising seen on television is ain=med at children, and describes the advertising industry as ‘seducers’, whilst naming children the ‘innocents’. This relates to the claim that children are being exploited or taken advantage of in terms of advertising. This issue is so immense, due to the fact that media (particularly internet and television) is so readily available to children, and more so nowadays then ever, this media is available to children free from parental restrictions or control (Kinder, 1999). However, it could be argued that this is different for individual families, because while it is unlikely that all parents monitor their children’s media activity, it is just as unlikely that every parent is completely relaxed in this area and gives their children complete freedom.

Banaji, S. (2010). Analysing advertisements in the classroom. In Bazalgette, C. (Ed.) Teaching media in primary schools, pp. 62-75, London: SAGE Publications.

Buckingham, D. (1993) Children Talking Television: The Making of Television Literacy, London: Falmer.

Dyson, A. H. (2003) The Brothers and Sisters Learn to Write. New York. NY: Teachers College Press.

Gunter, B. Oates, C. & Blades, M. (2005) Advertising to Children on TV, New Jersey, Lawrence Erlbaum Associates pp 1 – 13.

Kinder, M (1999) Kids’ Media Culture London: Duke University Press.

Multimodal texts

Multimodal texts can be delivered through a variety of different media or technologies (Bull, 2010). They could be live or paper as well as being digitally electronic. Walsh (2010) explains that teachers need to recognise the need to adapt classroom communication to those digital communication practices that students access outside of school and that will be significant in the future of their students. From my third year school experience in a year 5 class, the teacher involved greatly the children’s outside experiences of school, and incorporated the use of the computer based programme Mathletics into lessons (http://www.mathletics.co.uk/). This programme enhanced a love of learning for maths where the children could challenge and communicate with each other on their accounts. Reinforcing the point of using multimodal texts that children use outside of school, Bearne and Wolstencroft (2007) explains that many of the multimodal texts that children prefer to read, view and play are those they enjoy at home. The BFI Education (2003) recognises that the most successful schools and teachers work with the culture and understanding that their young pupils bring into school.

By creating a multimodal text on PowerPoint, I was enabled to see the huge potential which multimodal texts could bring to the classroom. Medwell, Moore, Wray and Griffiths (2012) discusses that it has become increasingly apparent that we not only need to include printed texts in literacy, we as teachers to expand this to electronic prints as well. The multimodal text empowered me to see the great interaction that children could have between themselves and text. It also permitted me to realise that multimodal texts can be adapted to individual reader’s needs and interests (Medwell, Moore, Wray and Griffiths, 2012). Through focusing my dissertation on visual literacy and the moving image having an impact on writing, it has had an impact on me to see that multimodal texts allows a change to children’s learning. Stafford (2011) infers that making a refreshing change from the more routine elements of the curriculum is a good thing for children. I see multimodal texts in delivering this refreshing change in which children would really engage with.

What I found from the creating a multimodal text in the seminar is that there are also limitations to children creating multi modal texts. The way in which how to navigate the text and the technical knowledge you need was prominent. Considine and Baker (2006) identifies that this isn’t a problem though as teachers can become quite comfortable quite quickly with multimodal texts and how they can use it to supplement classroom instruction. Marsh and Millard (2000) states that motivation is one of the key ingredients if learning is to be effective and from personal experience in school and this seminar, it has demonstrated to me that using such material as multimodal texts, the majority of the children will almost always generate high level of pupil excitement and engagement.

 

 Bibliography

Bearne, E & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing London: Paul Chapman.

BFI Education. (2003). Look Again! A teaching guide to using film and television with three to eleven year olds London; BFI.

Bull, G. (2010) Helping teachers to explore multimodal texts. Vol 8 (16).

Considine, D.M & Baker, F. (2006). ‘Focus on Film: Learning it through the Movies’ Middle Ground Vol 10 (2) pp12-15

Marsh, J. and Millard, E. (2000). Literacy and Popular Culture. London: Paul Chapman Publishing Ltd.

Medwell, J. Moore, G. Wray, D. and Griffiths, V. (2012). Primary English Knowledge and Understanding. London: Learning Matters.

Stafford, T. (2011). Teaching Visual Literacy in the Primary Classroom. Abingdon: Routledge.

Walsh, M. (2010) Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy. Vol 33 (3) Pp. 211 – 239.

 

 



I have created a multimodal text on Cinderella on PowerPoint.

 

 

 

 

 

Powerpoint

I used power point to create an open story book for children to play with, and create their own stories.

Week 6: Ephrem Uwalaka

 

Blog 6             Ephrem Uwalaka

Why should teachers care about digital literacy and childhood in the digital age? 

This blog will discuss aspects of “Sexualisation of Young People Review”, a Home Office paper on the impact of sexualisation of young people.

Botti (2014) reporting on research by Pew Research Centre, found in their surveys that in adult relationships text can mean trust; although most adults use social media profiles it found benefits of texting such as logistics. Texting is sometimes a lazy option, hence, a good medium for communications. The research said Racy text sext- sexting numbers are on the up, because they are easier and easier to send. People said they felt closer from receiving a text (Botti, 2014). This relational aspect appears on the surface as acceptable and romantic but the other end of the scale the BBC (27^th January 2014) often report on cases such as: MP moots smartphone ban for teen 'sexting' bullies-‘Sarah Wollaston said some teenagers were illegally sharing sexual images of other teenagers without their consent, which was "bullying and harassment" But she added: "I'm not in favour of criminalising children. “Instead, such cases should be dealt with swiftly out of court, she argued’. The thought of such depravity of perpetrators and imagined suffering of victims is often preferred to be ignored or forgotten about as if it does not go on, but as teachers we are pivotal in tackling such issues and defending moral ground just as the BBC (27^th January 2014) report pointed out:’

      "It's also critical to educate young people about the risks of sending intimate photographs. The Child Exploitation Online Protection Centre has developed a specific educational resource to tackle sexting, which is designed for use by teachers’.

Burns (5^th February 2014) highlights in her report the dangers young children are facing, from the NSPCC they say ‘We are facing an e-safety time bomb’ and the internet and mobile phones are in children’s everyday lives offering huge benefits but massive dangers. Children need to be taught how to differentiate the dichotomy and a body of people are calling for teaching to be started at 5 year olds. They are calling for e-safety lesson not just for children, but parents/carers also.

Dr Papadopoulos is a well-known psychologists held in the highest regard in the UK. She is often approached by the press and authority for her professional knowledge. In a publication review on sexualisation of young people which Papadopoulos conducted, the facts that sexualisation is a multi-factorial issue, emotional, and thwart with opinions and conjectures, a scientific objective approach was taken. Thus:

 

‘Behind the social commentary and the headlines about inappropriate clothing and games for children, there are the real statistics, on teenage partner violence, sexual bullying and abuse that need to be acknowledged and addressed’ (Papadopoulos, 2010:3).

Dr Papadopoulos (2010:4) stated, children have a natural sexual curiosity so we should acknowledge this and provide a safe, supportive and informative presentation of ‘gender and sexuality’ for them to grow a healthy, sexual and emotional understanding.

Sexual images are prevalent in today’s society but the message behind these images are stark reality of expectations, morals and acceptability, the effect has filtered lower and lower to young children and worse, their attitudes and regard for their peers (Papadopoulos, 2010). There exists a polarity between acceptable adult behaviour and unacceptable abusive behaviour by young people. This dichotomy is heightened by many causes but social media is the most accessible where abuse and inappropriate activity is most likely to happen on a regular basis with very little control by responsible adults or care givers (Papadopoulos, 2010).

‘Schools can help children develop the capacity to interpret and filter information and to recognise and value diversity. As such perhaps we need to consider the value of media literacy and gender studies and begin to see them as core to the curriculum we teach our children’(Papadopoulos, 2010:10)

This is a very brief look at a massive problem in emerging technology and our community. To answer the question of why as teachers, should we care about digital literacy and childhood in the digital age?  We are as teachers on the front line; we have a professional, moral, legal duty to act in the best way possible in protecting young children by fully applying e-safety and following the strict code of conduct and policies for computer use in whichever school we work in and in our own private lives. 

 

Bibliography

BBC News  (27^th January 2014)  ‘sexting’ bullies [online] http://www.bbc.co.uk/news/uk-politics-25917314   (Accessed on: 17/02/2014)

Botti, D. (11^th february 2014) Sexting BBC News [online]  http://www.bbc.co.uk/news/magazine-26124982  (Accessed on: 19/02/2014)

Burns, L. (5^th February 2014) Internet safety lessons urged for 5 year olds. BBC News. [online] http://www.bbc.co.uk/news/education-21328411  (Accessed on: 19/02/2014)

Papadopoulos, L. (2010) Sexualisation of Young People Review Home Office (Executive Summary – link on LN) http://webarchive.nationalarchives.gov.uk/20100418065544/http://homeoffice.gov.uk/documents/Sexualisation-young-people2835.pdf?view=Binary   (Accessed on: 20/02/2014)

Week 6- Why should teachers care about digital literacy and childhood in a digital age?

According to Futurelab (2010) digital literacy ‘involves critically engaging with technology and developing a social awareness of how a number of factors…can shape the ways in which technology is used to convey meaning’ (pp3). In other words its being able to use technology to communicate through different contexts, formats, modes and for different audiences and purposes. Over the last ten years digital technologies have increased in today’s popular culture with mobile phones, websites, TV, computers, Ipads and emailing (Futurelab, 2010) and just as it has an effect on general culture it also has an effect on childhood (Arthur, 2004). Therefore teachers should care about childhood in a digital age because outside of school children are already actively manipulating digital technologies to be able to participate in their social and cultural world (Futurelab, 2010). Furthermore it has long been argued that it is important to find out the background of the child and the influences they have on their learning so that teachers can better support the within the classroom. Since digital literacies are a growing part of children’s home lives it can then be suggested that this should therefore be addressed in the classroom (Lambirth, 2003).

  Another reason why teachers should care about digital literacy is because one of the aims of the Literacy National Curriculum (DfE, 2013) is to teach children to communicate effectively for different means and purposes. Additionally teachers have a duty to prepare children to be able to make sense of the word (Futurelab, 2010). Since digital technologies are part of the social world and are an increasingly important method of communicating it could be suggested that it is children’s entitlement to be digitally literate. Finally digital literacy offers many opportunities to develop, enhance and support learning and by using them alongside traditional ways of understanding children can gain a much deeper understanding of the world (Futurelab, 2010). For example children are taught key features of film and how the portray a storyline (DfE, 2013), teachers could then take this knowledge and enable the children to create their own films and animations which will extend their experiences (Futurelab, 2010).

In conclusion, teachers should care about digital literacies and childhood in a digital age because it is an increasingly influential aspect of children’s lives and as a result they need to be taught how to use it efficiently for different purposes and to use it safely (Futurelab, 2010). Furthermore by using an aspect of life which is current teachers can make learning purposeful and more applicable to the wider world.

Bibliography

Arthur, L. (2005) ‘Popular Culture: views of parents and educators’ in Marsh, J. (2005) Popular Culture, New Media and Digital Literacy in Early Childhood Oxon: RoutledgeFalmer

DfE (2013) The national curriculum in England Framework document Nottingham: DfE accessed from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260388/MASTER_final_national_curriculum_11_9_13_2.pdf

Futurelab (2010) Digital literacy across the curriculum a Futurelab handbook Bristol: Futurelab

Lambirth, A. (2003) ‘”They get enough of that at home”: Understanding aversion to popular cultures in schools’ Reading 37(1) pp.9-13

Formal task: Why should teachers care about digital literacy and childhood in the digital age?

The reading from Marsh et al (2005) ‘Digital beginnings: Young children’s use of popular culture, media and new technologies, is very insightful in the way it views young children’s use of popular culture. The article explores and studies young children’s use of popular culture, media and new technologies in the home with a focus on the foundation stage in Early Years.  In this blog post drawing on this text, my own thoughts in view of the seminar and my own experiences and observations will be drawn upon.

The question posed ‘why should teachers care about digital literacy and childhood in the digital age’ is deliberated throughout the findings found in Marsh et al’s article. One benefit which is shown in the article is that parents were found to generally be very positive about the role of media in their young children’s social, emotional, linguistic and cognitive development. They felt that their children learn a great deal from film and television and that it has a positive impact on many aspects of their lives. By parents viewing media so positively it shows that teachers should care about digital literacy and implement it into their teaching.

Another finding which Marsh et al explains is that parents and other family members scaffold digital learning and children engage in family social and cultural practices which develop their understanding of the role of media and technology in society. From my own experience, I have seen parents helping children on iPhones and iPads on child friendly apps which helped children overall to develop an understanding of technology. From the previous point, relating back to parents, if parents are scaffolding children’s learning with technology then why shouldn't teachers care about digital literacy? Teachers are educators who need to equip children with an understanding of recent society, which Marsh et al (2005) states that children are growing up in a digital world and need to develop a wide range of skills, knowledge and understanding of this world from birth.

There is great research into print-based literacy where simply engaging in daily day to day lives of children print plays a part, children learn much about its role, nature and purpose (Hall, Larson and Marsh, 2003). It should be inevitable that children should be equipped with the knowledge and exposure of digital literacy in which it does not replace traditional forms of literacy, but it builds upon the foundation of traditional forms of literacy (Jenkins, 2006). Buckingham (2004) suggests that children develop media literacy even in the absence of explicit attempts to encourage and promote it. Through participating in seminars it has been evident that the use of technology in developing digital literacy is important. This occurs because of the fact that children are greatly exposed to digital technologies in which the use of them should be prominent in education.

Bibliography:

Buckingham, D. (2004) The Media Literacy of Children and Young People: A Review of the Research Literature. London: Ofcom.

Jenkins, H. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21^st Century. Cambridge, MA: The MIT Press.

Marsh, J. Brooks, G. Hughes, J. Ritchie, L. Roberts, S and Wright, K. (2005). Digital beginnings: Young children’s use of popular culture, media and new technologies. Sheffield: Esmee Fairbairn Foundation.  

Blog 5: Advertising- Ephrem Uwalaka

 

o    How far do you think advertising influences children’s perceptions of themselves? Should children be viewed as consumers? Should children learn about advertising in school and if so, what do teachers need to understand about the way in which children engage with advertising?

Evidence suggests strongly that fashion portrayed in advertising has a powerful effect on children’s perceptions of themselves and of others (Gunter, Oates, Blades, 2005), it is further supported that these influences can cause catastrophic consequences, unintended but real (Palmer, 2006). The evidence can be seen in so many different advertising mediums, from comics and magazines showing stereotypical butch muscular men and wafer thin model like icons to adverts on TV pushing the must have consumer products and looks that are so un real.

I work in a hospital caring for adults with many different mental health issues, I also have experience working in counselling 11-25 year olds.  It is extremely difficult and takes a long time to change a person’s mind-set or to aid recovery from self-harming or suicidal attempts (some of the severe consequences mentioned earlier).  As a trainee teacher I want: to educate children to have a positive regard for themselves and others; to see the world in its true light without the airbrushing and fantasy life styles and to grow up happy, believing in themselves with value so they can gain an education to be them.

In school the new national curriculum does not specifically state the learning of persuasive writing in the programme of study, it does quote: ‘Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description’, noticeably, no mention of persuasive writing. Burrell and Beard (2010) mention about the English curriculum teaching in writing ‘frames’ is not providing a real sense of purpose in understanding non-fiction. Furthermore I believe the education needs to delve further in the understanding, teaching and learning of advertising and all its connotations because of the underlying impact it has on every aspect of society, including political power and the manipulation of people (Burrell and Beard, 2010).  

Persuasive reading and writing contribute to literacy writing (Burrell and beard, 2010), advertising is done through communication; Therefore, maybe an Information Communication Technology teaching and learning approach is the answer? Many new streams of advertising are now carried out through mobile media, as discussed in our seminars, I argue then, with respect to the importantly worthwhile work discussed by Burrell and Beard (2010), should teaching and learning now include digital literacy for the twenty-first century? For advertising has now clearly moved forwards so much and as mentioned earlier, writing frames need to adapt to interpret digital media literacy.

Bibliography

Burrell, A. and Beard, R. (2010) children’s Advertisement Writing. Literacy Volume 44 Number 2 pp 83-90.

Gunter, B. Oates, C. and Blades, M.  (2005) Advertising to children on TV. New Jersey: Lawrence Erlbaum Associates.

Palmer, S. (2006) Toxic Childhood: how modern life is damaging our children...
and what we can do about it London: Orion Books Ltd.

DfE (2013) National Curriculum in England: English programme of study https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study

Week 5 Blog entry

In my opinion I believe advertising influences children’s perceptions of themselves a great deal even if they themselves aren’t aware of it. As with looking at comics and Web2 technology, advertising is a growing part of their popular culture informing them as to what is the most popular toy, programme or character (Arthur, 2004). Therefore having the latest popular item allows children to fit in with their peers and be accepted into the social group, but it can also be said that for children who don’t have the latest gadget are alienated from the social group and are more likely to be bullied.

Because of the consumerist society we live in children are seen as consumers, they have to be to fit into the social system (Arthur, 2004). However, rather than fighting against it we need to educate children in understanding the purposes behind advertising, so that they can make informed decisions for themselves. Furnham (2000, cited in Gunter, Oates and Blades, 2005) argued that rather than banning advertising for children, parents [with the support of teachers] need to educate children to survive in the economic world and develop their understanding and decision making. Additionally the art of persuasion and advertising is a part of our global literacy and although it is not studied as deeply as other forms of writing e.g. narrative (DfE, 2013) competence in it could further support other subjects and provide children with an empowerment of their own learning (Burrell and Beard, 2010).

Therefore teachers would firstly need to understand what is currently being advertised to children so that learning is meaningful and fits in with their current popular culture (Arthur, 2004). And secondly they would need to have an understanding of the principle features of persuasive writing and advertisement which enable it to change the behaviour and beliefs of the audience (Burrell and Beard, 2010).

Bibliography

Arthur, L. (2005) ‘Popular Culture: views of parents and educators’ in Marsh, J. (2005) Popular Culture, New Media and Digital Literacy in Early Childhood Oxon: RoutledgeFalmer

Burrell A. amd Beard R. (2010) ‘Children’s advertisement writing’ from Literacy Vol. 14 No. 2 July 2010 Oxford: UKLA

DfE (2013) The national curriculum in England Framework document Nottingham: DfE accessed from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260388/MASTER_final_national_curriculum_11_9_13_2.pdf

Gunter B. Oates C. and Blades M. (2005) Advertising to children on TV New Jersey: Lawrence Erlbaum Associates