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[Commlist] CFP Conference Advertising literacy
Mon Jun 17 10:33:31 GMT 2019
Advertising literacy: Dealing with persuasive messages in a complex
27 – 29 November 2019
University of Vienna, Vienna, Austria
Deadline EXTENDED! New deadline for abstract submission: 01 July 2019
Please find the full cfp here:
Advertising is a ubiquitous part of our day-to-day lives. We are
confronted with persuasive messages via different channels, in different
situations and – due to the increasing use of hybrid and embedded
advertising formats like native advertising, advergames, influencer
marketing and product placements – with varying degrees of transparency.
The blurring of different media genres and reference frameworks in a
complex media environment poses challenges to the recipients. These
challenges are particularly hard to master for children and adolescents
since they are less experienced in handling commercial messages
(Livingstone & Helsper, 2006).
To be able to identify persuasive messages and to process them in a
competent way, child, teen, and adult recipients alike need skills such
as the ability to recognize, understand, and evaluate advertisements and
other commercial messages. These skills can be summarized under the term
“advertising literacy” (Young, 2003). The extent of how recipients are
properly equipped with these skills influences how they further process
and reflect persuasive messages (Friestad & Wright, 1994).
Recipients’ effort to identify persuasive messages in today’s blurred
advertising/media environments can be supported by external factors. For
instance, advertising disclosures can help recipients to identify
persuasive messages (Boerman, van Reijmersdal, & Neijens, 2012) and
support their right to decide whether they wish to engage with the
persuasive content or not (Cain, 2011). Furthermore, especially when
dealing with children and adolescents, mediation strategies are
important to empower young recipients in their process of identifying
and recognizing as well as understanding and evaluating persuasive
messages. The effectiveness of such factors and how advertising literacy
can even be adequately assessed (Rozendaal, Opree, & Buijzen, 2016) is
an ongoing debate in the field.
In the light of the described challenges, this call for papers aims to
address, but is not limited to, the following research questions:
Conceptual advances: How can “advertising literacy” be conceptualized?
What are the dimensions of advertising literacy, especially in the
digital media environment? How does advertising literacy relate to other
literacy concepts, such as information, digital, media, or consumer
literacy? What are the blind spots to our understanding of how
persuasive messages are processed and identified? How are embedded
advertising techniques connected to advertising literacy?
Methodological advances: How can we measure advertising literacy? What
challenges have to be met when measuring this concept for different age
groups, especially when dealing with young recipients?
Advertising to children and adolescents: When and to what extend is it
morally justifiable to advertise to children and adolescents? What are
effects of advertising literacy (or the lack of it) on, for instance,
concepts such as materialism, consumer literacy, and normative beliefs?
External factors: What are effective factors to increase advertising
literacy, especially when it comes to children and adolescents, or other
vulnerable populations? What do effective mediation strategies, training
programs or disclosures look like and what role do audience
predispositions or the social and political environment play in that
Responsibilities:Who is or should be responsible for fostering
advertising literacy in various consumer populations? What is or should
be the role of advertising research? Which regulatory measures or
initiatives might be important for supporting consumers in their right
to decide whether to engage with persuasive content? How powerful is the
advertising literacy concept and how far can it take us?
Submissions that draw across disciplinary and/or methodological
perspectives are especially welcome.
Additionally, there will be an open panel for each organizing division
of the German Communication Association DGPuK (/Advertising
Communication Division /and /Media Education Division/) with 4-6
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