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Seeing, Believing & Learning to be Skeptical:
Supporting Language Learning through Advertising
               Analysis Activities




Renee Hobbs                         Haixia He
Harrington School of                Visiting Scholar
Communication & Media               Temple University
University of Rhode Island          School of Communications &
Email: hobbs@uri.edu                Theater
Web: http://mediaeducationlab.com   Email: haixia.he@temple.edu
PEER-TO-PEER FILE SHARING
                             Goals for Today’s Session


Why advertising analysis is important for new immigrants and
others learning a second language

How one teacher designed and implemented a 4-week
media literacy unit focused on advertising analysis in an
urban public school

Specific instructional techniques used to promote critical
thinking and language usage

Preliminary findings from an online test of ad analysis skills
Learning to Analyze Ads is Important
Learning to Analyze Ads is Important
Reduce the Appeal of Advertising
Discourage materialism
Promote critical thinking
Support communication skills
ESL Teachers Make Extensive Use of
Media & Technology
Advertising and ESL Learning

  A highly visual
  form of
  communication

  New language
  learners benefit
  from talking about
  familiar everyday
  messages
Case Study

Michael RobbGrieco

Experienced high school
English teacher

Three years experience
teaching ESL learners

PhD student at Temple
University
Key Theoretical Concepts




 Authors     Messages    Representation
    &           &              &
Audiences    Meanings       Realities
M+M
      A+A                                        Messages & Meanings
Audience & Authors


                     Critical Questions




                               R+R
                     Representations & Reality
Research Project
                                             RESEARCH DESIGN

                                             Case study: observation and
                                             interview

                                             Pre-post measure of advertising
                                             analysis skills

                                             TREATMENT
                                             4-week unit on advertising
                                             analysis, one hour daily



SAMPLE

15 new immigrants, 14 – 18 years old, in a
Northeast Philadelphia public school
Case Study: Observation and Interview

• Explain the key questions

• Discuss the questions with students

• Put more emphasis on analyzing ads from the
  aspect of M+M

• Conduct a quiz reviewing the student ability to
  ask key questions about A+A, M+M and R+R.

• Practice the key questions A+A, M+M and R+R
Teacher Selections: Print Ads
Using the Close
Technique to
Support
Language Use
Answers and
Matching
Questions
Analyze Ads by
Answering Key
Questions
Students Select and Analyze Ads and
Compose on the Class Website
Students Select and Analyze Ads and
Compose on the Class Website
ONLINE TEST OF
ADVERTISING ANALYSIS
       SKILLS

  Pre-test – Post-Test
What is the main idea of this
ad?

What techniques are used to
attract your attention?

Who is the author of the
message in the ad?

What lifestyles, value or
point of view were
represented in the
message?

How can different people
interpret this ad in different
ways?

What information or ideas
are left out of the ad?
What lifestyles,
values and points of
view are represented
in this message?


This product has not more
nutrient. On the bottom of the ad,
Crunch product has the website.
You can go this website and got
more information about this
product.

This message are represents a
lovely lifestyle because the girl us
laughing so much.
How can different
people interpret this
in different ways?




The different people interpret this
ad in different ways because
somebody judge this, when you
like that.


The man skin color is black, so
make white people and yellow
people thinking this ad isn’t for
them. And old people think this
ad trying to say that old people
can’t eat this product.
What information or
ideas are left out of
the ad?


  This product is good or bad
  whether help people to be
  healthy that is left out of the ad.




  Information left out of the is that
  this ad only shows one man and
  a kid to introduction about a
  chocolate. Why they don’t use a
  cartoon for a chocolate? I think
  this is ideas are left out of the ad.
Challenging Questions

 Three questions appear to be most difficult for
 students to answer:

Subtext. What lifestyles, values or point of view
  were represented in the message?
Diverse Interpretations. How can different
  people interpret this ad in different ways?
Omissions. What information or ideas are left out
  of the ad?
PEER-TO-PEER FILE SHARING
                             Goals for Today’s Session


Why advertising analysis is important for new immigrants and
others learning a second language

How one teacher designed and implemented a 4-week
media literacy unit focused on advertising analysis in an
urban public school

Specific instructional techniques used to promote critical
thinking and language usage

Preliminary findings from an online test of ad analysis skills
Seeing, Believing & Learning to be Skeptical:
Supporting Language Learning through Advertising
               Analysis Activities




Renee Hobbs                         Haixia He
Harrington School of                Visiting Scholar
Communication & Media               Temple University
University of Rhode Island          School of Communications &
Email: hobbs@uri.edu                Theater
Web: http://mediaeducationlab.com   Email: haixia.he@temple.edu

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Seeing, Believing and Learning to Be Skeptical: Supporting ESL Language Learning Through Advertising Analysis Acttivities

  • 1. Seeing, Believing & Learning to be Skeptical: Supporting Language Learning through Advertising Analysis Activities Renee Hobbs Haixia He Harrington School of Visiting Scholar Communication & Media Temple University University of Rhode Island School of Communications & Email: hobbs@uri.edu Theater Web: http://mediaeducationlab.com Email: haixia.he@temple.edu
  • 2. PEER-TO-PEER FILE SHARING Goals for Today’s Session Why advertising analysis is important for new immigrants and others learning a second language How one teacher designed and implemented a 4-week media literacy unit focused on advertising analysis in an urban public school Specific instructional techniques used to promote critical thinking and language usage Preliminary findings from an online test of ad analysis skills
  • 3. Learning to Analyze Ads is Important
  • 4. Learning to Analyze Ads is Important
  • 5. Reduce the Appeal of Advertising
  • 9. ESL Teachers Make Extensive Use of Media & Technology
  • 10.
  • 11. Advertising and ESL Learning A highly visual form of communication New language learners benefit from talking about familiar everyday messages
  • 12. Case Study Michael RobbGrieco Experienced high school English teacher Three years experience teaching ESL learners PhD student at Temple University
  • 13. Key Theoretical Concepts Authors Messages Representation & & & Audiences Meanings Realities
  • 14. M+M A+A Messages & Meanings Audience & Authors Critical Questions R+R Representations & Reality
  • 15. Research Project RESEARCH DESIGN Case study: observation and interview Pre-post measure of advertising analysis skills TREATMENT 4-week unit on advertising analysis, one hour daily SAMPLE 15 new immigrants, 14 – 18 years old, in a Northeast Philadelphia public school
  • 16. Case Study: Observation and Interview • Explain the key questions • Discuss the questions with students • Put more emphasis on analyzing ads from the aspect of M+M • Conduct a quiz reviewing the student ability to ask key questions about A+A, M+M and R+R. • Practice the key questions A+A, M+M and R+R
  • 18. Using the Close Technique to Support Language Use
  • 20. Analyze Ads by Answering Key Questions
  • 21. Students Select and Analyze Ads and Compose on the Class Website
  • 22. Students Select and Analyze Ads and Compose on the Class Website
  • 23. ONLINE TEST OF ADVERTISING ANALYSIS SKILLS Pre-test – Post-Test
  • 24. What is the main idea of this ad? What techniques are used to attract your attention? Who is the author of the message in the ad? What lifestyles, value or point of view were represented in the message? How can different people interpret this ad in different ways? What information or ideas are left out of the ad?
  • 25. What lifestyles, values and points of view are represented in this message? This product has not more nutrient. On the bottom of the ad, Crunch product has the website. You can go this website and got more information about this product. This message are represents a lovely lifestyle because the girl us laughing so much.
  • 26. How can different people interpret this in different ways? The different people interpret this ad in different ways because somebody judge this, when you like that. The man skin color is black, so make white people and yellow people thinking this ad isn’t for them. And old people think this ad trying to say that old people can’t eat this product.
  • 27. What information or ideas are left out of the ad? This product is good or bad whether help people to be healthy that is left out of the ad. Information left out of the is that this ad only shows one man and a kid to introduction about a chocolate. Why they don’t use a cartoon for a chocolate? I think this is ideas are left out of the ad.
  • 28. Challenging Questions Three questions appear to be most difficult for students to answer: Subtext. What lifestyles, values or point of view were represented in the message? Diverse Interpretations. How can different people interpret this ad in different ways? Omissions. What information or ideas are left out of the ad?
  • 29. PEER-TO-PEER FILE SHARING Goals for Today’s Session Why advertising analysis is important for new immigrants and others learning a second language How one teacher designed and implemented a 4-week media literacy unit focused on advertising analysis in an urban public school Specific instructional techniques used to promote critical thinking and language usage Preliminary findings from an online test of ad analysis skills
  • 30. Seeing, Believing & Learning to be Skeptical: Supporting Language Learning through Advertising Analysis Activities Renee Hobbs Haixia He Harrington School of Visiting Scholar Communication & Media Temple University University of Rhode Island School of Communications & Email: hobbs@uri.edu Theater Web: http://mediaeducationlab.com Email: haixia.he@temple.edu

Editor's Notes

  1. Institute for Policy Innovation global music piracy causes $12.5 billion of economic losses every year, 71,060 U.S. jobs lost, a loss of $2.7 billion in workers' earnings, and a loss of $422 million in tax revenues, $291 million in personal income tax and $131 million in lost corporate income and production taxes. FORTUNATELY: ten million licensed tracks available on more than 400 different services worldwide.  That ’s great news for music fans and the industry alike.
  2. Institute for Policy Innovation global music piracy causes $12.5 billion of economic losses every year, 71,060 U.S. jobs lost, a loss of $2.7 billion in workers' earnings, and a loss of $422 million in tax revenues, $291 million in personal income tax and $131 million in lost corporate income and production taxes. FORTUNATELY: ten million licensed tracks available on more than 400 different services worldwide.  That ’s great news for music fans and the industry alike.