06 SES 08, Challenges for Media Education: Privacy, Advertising and Datafication (Room might be neede to prepare Keynote stream
The presentation refers to a current research project, which focusses on the question how various networked online media are used especially by adolescents with regards to an increasing commercialisation of online spaces. Next to processes like globalisation, individualisation or mediatisation it can be argued that commercialisation constitutes a central social metaprocess currently happening.
Adolescents spend a major part of their time online in commercialised spaces often funded by advertising. In these contexts adolescents are confronted with various forms of advertising in many different ways as the spectrum of advertisements differs from easily identifiable to intransparent, making it difficult to realise and reflect on. For that reason a reflexive handling of online advertising in the sense of advertising literacy is of great importance. At the same time it has to be expected that the everyday handling of media and advertising does not automatically and in the same way for all adolescents lead to a competent way of usage (Baacke, 1996, Jenkins, 2009).
In recent years questions of how adolescents handle new ways of advertising especially in the internet or social web have been a focus of media pedagogic research (Livingstone, Helsper 2006; Ofcom 2009; Dreyer, Turow 2012; Lampert, Schulze, 2014; Brüggen, Dirr, Schemmerling, Wagner, 2014).
Our project will use the previous research as basic connecting factors, however it will also methodically and content-wise go beyond these studies by focusing the research on a infrastructural-technological level (Lessig, 2006) in relation to online advertising, which can be seen most likely when looking at advertising networks, who collect and analyse personal data in order to create personal profiles. These personal profiles are used in order for individualising and personalising advertising based on principles of big-data. Research shows that every fifth german adolescent currently has no idea on these basic principles (MPFS, 2011, p. 52), which further highlights the importance of research in this particular area.
Hence, the presentation discusses the following questions:
- Which changes can currently be observed structurally and content-wise in the area of online advertising in the context of the social web?
- What is the relationship between these structural changes and advertising networks as well as personal profiles?
- How can a reflective and competent handling of adolescents with these structural changes and the new forms of online advertising be facilitated?
Baacke, D. (1996) ‘Medienkompetenz –Begrifflichkeit und sozialer Wandel‘ in Antje von Rein (ed.) Medienkompetenz als Schlüsselbegriff (p. 112-124), Bad Heilbrunn: Klinkhardt Brüggen, N., Dirr, E., Schemmerling, M. & Wagner, U. (2014). Jugendliche und Online-Werbung im Soical Web. München: Bayerisches Staatsministerium für Umwelt und Verbraucherschutz (StMUV). Dreyer, S., Lampert, C. & Schullze, A. (2014). Kinder und Onlinewerbung. Erscheinungsformen von Werbung im Internet, ihre Wahrnehmung durch Kinder und ihr regulatorischer Kontext. Leipzig: Vistas. Jenkins, H., Purushotma, R., Weigel, M., Clinton, K. & Robison, A. J. (2009). Confronting the challenges of participatory culture. Media education for the 21st century. Cambridge, Mass: MIT Press. Lessig, L. (2006). Code version 2.0. New York: Basic Books. Livingstone, S. & Helsper, E. (2006). Does advertising literacy mediate the effects of advertising on childen? A critical examination of two linked research literatures in relation to obesity and food choice. Journal of Communication, 56 (3), 560-584. Medienpädagogischer Forschungsverbund Südwest (2012). Jugend, Information, (Multi) Media.. Stuttgart. OFCOM (2019): Ofcom media literady tracker 2009 – Childen and parents. http://stakeholders.ofcom.org.uk/binaries/research/statistics/tracker09.pdf Turow, J. (2012). The Daily You. How the New Advertising Industry Is Defining Your Identity and Your Worth. : Yale University Press. Witzel, A. (2000). Das problemzentrierte Interview. Forum Qualitative Sozialforschung (FQS), 1 (1).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.