[Commlist] CFP Conference Advertising literacy

Extended Deadline

Advertising literacy: Dealing with persuasive messages in a complex 
media environment

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: 
https://www.dgpuk.de/sites/default/files/fachgruppen/CfP_Advertising_Literacy_2.pdf


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 
context?

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 
scheduled presentations.

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