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Children's Shared Understanding of Media

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Running head: CHILDREN’S SHARED UNDERSTANDING OF MEDIA Children’s Shared Understanding of Media Marketing “Children’s Shared Understanding of Media Marketing,” a thesis submitted to the Nova Scotia Inter-University Doctoral Administrative Committee and the Mount Saint Vincent University Graduate Studies Committee in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Studies Halifax, Nova Scotia Copyright by Lyse Anne LeBlanc, 2016 CHILDREN’S SHARED UNDERSTANDING OF MEDIA 2 Abstract Through an examination of the contextual relationship between theory of mind and media literacy, this exploratory research study contributes to the fields of both education and psychology, as well as the broader digital economy, in its production of knowledge about children’s understanding and for their well-being. “Children think differently from adults and there are qualitative differences in the way children of different ages understand the world around them” (Greig & Taylor, 1991, p. 31)—a world, today, that greatly encompasses media. In Western societies, where contemporary digital and electronic media forms and the marketing messages they disseminate are primary social and cultural influences, it is crucial that parents and educators have a solid understanding of children’s developmental ability to interpret and engage critically with media forms. Theory of mind is the ability to understand the mental states and intentions of others and ourselves (Premack & Woodruff, 1978; Doherty, 2009; Astington & Edward, 2010; Miller, 2012). If we consider that the development of a mature theory of mind enables individuals to explain, predict, and manage others’ behaviours and is considered to be an integral component for developing the ability to reason logically and abstractly (Frye & Moore, 1991), it seems both logical and plausible to consider it in relation to the necessary skills for thinking critically about media. CHILDREN’S SHARED UNDERSTANDING OF MEDIA 3 DEDICATION To blood donors, who give generously of their time and self so that others may be granted a lifetime. On a profoundly fundamental level, YOU are a part of who I am and a part of who I have become. I owe you a lifetime of gratitude. “It’s in you to give” — Canadian Blood Services, https://www.blood.ca CHILDREN’S SHARED UNDERSTANDING OF MEDIA 4 Acknowledgements “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not” (The Lorax, Dr. Seuss). Thank you to The Mount, its faculty and community of scholars, for having empowered me to strive for excellence! You are at the heart of my dedication to children, youth, and families, which shines through my academic, professional, and personal engagements and social responsibility. I cannot begin to express my gratitude to my Supervisor, Dr. Daniel Séguin, and Committee Members, Dr. Allan Neilson and Dr. Donna Varga. You have been a source of guidance and inspiration throughout this transformative journey. To my External Examiner, Dr. Scott Miller, thank you for your valuable contribution. Thank you to the families who graciously gave of their time to participate in this study. I enjoyed learning from you. Your voices contributed to the advancement of knowledge in a meaningful and significant way. Thank you to my husband, Tommy, and our children, Daniel and Claire, for your constant love and support. “Everything is awesome. Everything is cool when you’re part of a team!” (The LEGO Movie). YOU are AWESOME, and I am blessed to be part of such an awesome team who has believed in me every step of the way. Without you, I could never have completed this marathon. xo CHILDREN’S SHARED UNDERSTANDING OF MEDIA 5 Table of Contents List of Tables……………………………………………………………………………………... 8 CHAPTER I: Introduction to the Topic of Study……………………………………………… 9 A. Doctoral Theme……………………………………………………………... 9 1. Statement of Research Question………………………….………………. 10 2. Significance of Topic…………………………………….………………. 10 a. Child development…………………………………….……………...... 10 b. Consumerism………………………………………….……………..... 11 c. The trend………………...…………………………….……………..... 12 d. Theory of mind………………………………………….…………….. 12 e. Summary………………………………………………….……………. 12 CHAPTER II: Literature Review…………………………………………..…………………… 14 A. Child Development…………………………………….……………………. 14 B. Media and Media Literacy…………………………………………………. 17 C. Theory of Mind………………………….…………………………………... 23 D. Advertising…….……………………………………………………………. 27 CHAPTER III: Methodology……..…………...………………………………………………… 31 A. Theoretical Framework….………………………………………………….. 31 1. Developmental Psychology…….………………………………………… 33 a. Theory of mind……………….……………………………………….. 33 b. Ecological systems theory…….………………………………………. 34 2. Hypothesis….…………………….………………………………………. 38 a. Independent variables……...………………………………………...... 39 b. Dependent variables……….………..………………………………… 39 c. Controlled variables……………….…………………………………... 39 B. Research Design…………………………………………………………….. 39 1. Method of Data Collection……………………………………………….. 40 CHILDREN’S SHARED UNDERSTANDING OF MEDIA 6 a. Stage One……………………..………………………………………. 40 b. Stage Two……………………………………………………………... 40 c. Stage Three……………………………………………………………. 42 2. Participants……………………………………………………………….. 43 3. Method of Data Analysis…………………………………………………. 45 4. Ethical Considerations……………………………………………………. 45 a. Informed consent……………………………………….………..……. 46 b. Privacy, confidentiality, and anonymity…………………….………... 47 c. Reciprocity and dissemination of results………….…….…………… 47 5. Resource Requirements & Availability……..…………………………… 48 CHAPTER IV: Findings……………………………….……………………….……………….. 50 A. Child and Parent Participant Context……………….……………………… 50 B. Interview Sessions….………………………………………………………... 52 1. Nina (C1)………..……………………………………………………….. 52 a. Ecological context…..………………………………………...………. 52 i. Individual and family demographics…………………….….…….. 52 ii. Time spent engaged in electronic and media activities….…..….… 53 iii. Parental media literacy……………………….…………….…..…. 54 b. Theory of mind…………..……………………………………………. 56 c. Shared understanding of transmitted messages in media…….………... 58 i. Baseline advertisement…...…………………………………….….... 59 ii. Chosen advertisement………………………………………….….... 60 2. Peter (C2)………………...………………………………………….…... 61 3. Anna (C6)……………………………………………………………..…. 63 4. Kevin (C9)…..……...………………………………………………..….. 65 5. Holly (C3)…...…...……………………………………………………… 68 6. Mary (C4)………………………………………………………………... 69 CHILDREN’S SHARED UNDERSTANDING OF MEDIA 7 7. Ryan (C5)………………………………………………………………… 72 8. Neil (C7)…………………………………………………………………. 73 9. Louise (C8)………………………………………………………………. 74 10. John (C10)……………………………………………………………..... 76 CHAPTER V: Analysis..…………….….………………..………………………….………….. 79 A. Stage One Analysis…....………………………………………...…………... 81 1. TOM Test Findings..…………………………………………….………. 81 a. TOM I findings……………………...……………..………..………... 82 b. TOM II findings…………...……………...………...…..…….………. 82 c. TOM III findings……………..………….…..………….……..…….... 83 B. Stage Two Analysis………………………..….…..….…….….…….………. 87 1. Shared Understanding of Advertising…….………..………….…….……. 87 a. Baseline advertisement findings……………..…………..…………..... 89 b. Chosen advertisement findings……………….………….……………. 93 C. Stage Three Analysis……………………………..…….…………………..... 99 1. Ecological Context Analysis……...…………………..…………………... 99 a. Parent questionnaire and interview findings…………….……...……... 99 i. The microsystem………………….….……..……………....……..... 100 D. Discussion……………………………………….….…………...…………... 104 1. Making Sense of Media Literacy Curricula..…………………..….……… 105 2. Limitations and Issues of Validity...……………………………………… 109 a. Critical deconstruction of the interview process……………..………... 111 CHAPTER VI: Conclusion..…………..............……………………….……….………………... 122 References…………………...…………………………….………………………………............ 127 Appendices Table of Contents (A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S)………… 148 CHILDREN’S SHARED UNDERSTANDING OF MEDIA 8 List of Tables Table Page 1. Participants in the Study………………………………………………...……. 45 2. TOM Test Results…………………………………………………………….. 79 3. Favourite Advertisement................................................................................... 86 4. Perceived General Intent of Advertisements (NQ2b)....................................... 87 5. Perceived Intent of Baseline Advertisement (NQ7)…………………….......... 88 6. Belief of Character in Baseline Advertisement (NQ8)...................................... 89 7. Belief of Self and Others in Baseline Advertisement (NQ9, NQ10, and NQ11)…………………………………………………………………………. 90 8. Chosen Advertisement……………………………………………………….. 92 9. Perceived Intent of Chosen Advertisement (NQ19).......................................... 93 10. Belief of Character in Chosen Advertisement (NQ20)….................................. 94 11. Belief of Self and Others in Chosen Advertisement (NQ21 and NQ22)…...... 96 CHILDREN’S SHARED UNDERSTANDING OF MEDIA 9 CHAPTER I Introduction to the Topic of Study The issue of children and media has long been an interest of mine, both personally and academically. My Masters research, entitled Fantasy & Reality: Understanding Children’s Perceptions of Animated Images (LeBlanc, 2003), provided insight into children’s understanding of media, but has also led me to question other aspects of media, and has, in part, inspired my current exploration of children’s understanding of media marketing. We live in a society where media is ubiquitous. Whether it be in electronic form, such as radio or television, or digital form, such as Internet and smartphones, these means of communication
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