A Systematic Review of Definitions and Assessments in Advertising Literacy Research (Poster 16): Division G - Section 3: Languages, Literacies, and Representations, Stage 1, 11:43 AM

• In Event: e-Lightening Ed-Talk Session 20 - Stage 1

Abstract

This systematic literature examines the assessments capturing advertising literacy over the last 14 years. Based on an analysis of 63 studies, published in peer-reviewed journals, advertising literacy has most commonly been conceptualized as including cognitive, affective, and moral dimensions. Critical reasoning skills and abilities have often not been assessed in the studies reviewed. The assessments largely focused on students’ outcomes, neglecting the process of encountering advertisements. Also, across dimensions of advertising literacy, the assessments used were predominantly rating scales, with open-ended questions, capturing students’ more elaborated reasoning about advertising, often not examined and process measures (e.g., eye-tracking, think-aloud) less used. Authors suggest integrating the assessment of high-order critical thinking skills and affective regulation into frameworks of advertising literacy.

Authors

• Zheng Yao, Pennsylvania State University

• Alexandra List, Pennsylvania State University