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  2. Children, Youth and Global Media [ENG2470]

Faculty of Education and Arts

School: Communications and Arts

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Children, Youth and Global Media

  • Unit Code

    ENG2470

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

Children increasingly live 'media childhoods,' dominated by the electronic screen and with a growing access to adult media culture. This unit focuses on the young media consumer, introducing a range of critical strategies for reading media texts for children and youth. Students explore meanings in light of current debates regarding children, youth and the media, e.g., the moral panic about the medias negative influence and the anxieties about the 'electronic generation'.

Equivalent Rule

Unit was previously coded ENG4470

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse how global media companies target children and youth as consumers.
  2. Analyse texts for children and youth associated with new technologies, in areas such as gaming, social networking and online immersive environments.
  3. Apply critical reading strategies to print and visual media texts for children and youth.
  4. Discuss the ideological implications in a range of media texts, with a focus on race, ethnicity and gender.
  5. Identify and evaluate debates about the negative effects of media on children and youth.

Unit Content

  1. Film and television texts, including animation, produced for children and youth consumers, including Disney feature films, such as Aladdin, Mulan and/or Pocahontas, and Dreamworld films such as Shrek; and Misakes Howls Moving Castle.
  2. Mass media magazines marketed for the child and youth consumer, such as Dolly or Cosmogirl.
  3. New media texts, such as The Sims or Bully.
  4. Print advertisements for children and youth consumers, such as Calvin Klein and Diesel.
  5. Theoretical and analytical models relevant to children and youth media, including concepts of race, ethnicity and gender.

Additional Learning Experience Information

Seminars, workshops and web-based support.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentA Collection of 3 short Analyses60%
ExaminationExamination40%

Text References

  • ^ Drotner, K., & Livingstone, S. (2008). International handbook of children, media and culture. London: Sage.
  • ^ O'Shaughnessy, M., & Stadler, J. (2008). Media and society: An introduction. (4th ed.). Melbourne: Oxford University Press.
  • Osgerby, B. (2004). Youth media. New York: Routledge.
  • Bell, E., Haas, L., & Sells. L. (Eds.). (1995). From mouse to mermaid: The politics of film, gender and culture. Bloomington: Indiana University Press.
  • Bignell, J. (2002). Media semiotics: An introduction. Manchester: Manchester University Press.
  • Bogost, I. (2006). Unit operations: An approach to videogame criticism. Cambridge: MIT Press.
  • Bryman, A. (2004). The Disneyization of society. London: Sage.
  • Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. Cambridge: Polity Press.
  • Buckingham, D., & Willet, R. (2006). Digital generations: Children, young people and new media. Mahway, N.J: Lawrence Erlbaum Associates.
  • Calvert, D., & Wilson, B. (Eds.). (2008). The Blackwell handbook of children, media, and development. Chichester: Wiley-Blackwell Press.
  • De Block, L., & Buckingham, D. (2007). Global children, global media: Migration, media and childhood. Houndmills: Palgrave.
  • Gill, R. (2007). Gender and the media. Cambridge, UK: Polity Press.
  • Gotz, M., Lemish, D., Aidman, A., & Moon, H. (2005). Media and the make-believe worlds of children: When Harry Potter meets Pokemon in Disneyland. Mahway, N.J: Lawrence Erlbaum Associates.
  • Lemish, D., Gotz, M., & Dervin, B. (Eds.). (2007). Children and media in times of war and conflict. Cresskill, N.J: Hampton Press.
  • Lygo, I. (2004). News overboard: The tabloid media, race politics and Islam. Anglesea, Vic.: Southerly Change Media.
  • McCallum, K. (2007). Public opinion about Indigenous issues in Australia: Local talk and journalistic practice. Nathan: Centre for Public Culture and Ideas, Griffith University.
  • Schor, J.B. (2004). Born to buy: The commercialized child and the new consumer culture. New York: Scribner.
  • Mickler, S. (1998). The myth of privilege: Aboriginal status, media visions, and public ideas. Fremantle: Fremantle Art Centre Press.
  • Valkenburg, P.M. (2004). Children's responses to the screen: A media psychological approach. Mahway, N.J: Lawrence Erlbaum Associates.

Journal References

  • Scan: Journal of Media Arts Culture. Sydney: Macquarie University.
  • Media/Culture. Brisbane: QUT.
  • Media Culture and Society (electronic source since 1999). Sage Publications.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ENG2470|1|1

Faculty of Education and Arts

School: Communications and Arts

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Children, Youth and Global Media

  • Unit Code

    ENG2470

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

Children increasingly live 'media childhoods,' dominated by the electronic screen and with a growing access to adult media culture. This unit focuses on the young media consumer, introducing a range of critical strategies for reading media texts for children and youth. Students explore meanings in light of current debates regarding children, youth and the media, e.g., the moral panic about the medias negative influence and the anxieties about the 'electronic generation'.

Equivalent Rule

Unit was previously coded ENG4470

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse how global media companies target children and youth as consumers.
  2. Analyse texts for children and youth associated with new technologies, in areas such as gaming, social networking and online immersive environments.
  3. Apply critical reading strategies to print and visual media texts for children and youth.
  4. Discuss the ideological implications in a range of media texts, with a focus on race, ethnicity and gender.
  5. Identify and evaluate debates about the negative effects of media on children and youth.

Unit Content

  1. Film and television texts, including animation, produced for children and youth consumers, including Disney feature films, such as Aladdin, Mulan and/or Pocahontas, and Dreamworld films such as Shrek; and Misakes Howls Moving Castle.
  2. Mass media magazines marketed for the child and youth consumer, such as Dolly or Cosmogirl.
  3. New media texts, such as The Sims or Bully.
  4. Print advertisements for children and youth consumers, such as Calvin Klein and Diesel.
  5. Theoretical and analytical models relevant to children and youth media, including concepts of race, ethnicity and gender.

Additional Learning Experience Information

Seminars, workshops and web-based support.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentA Collection of 3 short Analyses60%
ExaminationExamination40%

Text References

  • ^ O'Shaughnessy, M., & Stadler, J. (2008). Media and society: An introduction. (4th ed.). Melbourne: Oxford University Press.
  • ^ Drotner, K., & Livingstone, S. (2008). International handbook of children, media and culture. London: Sage.
  • Osgerby, B. (2004). Youth media. New York: Routledge.
  • Bell, E., Haas, L., & Sells. L. (Eds.). (1995). From mouse to mermaid: The politics of film, gender and culture. Bloomington: Indiana University Press.
  • Bignell, J. (2002). Media semiotics: An introduction. Manchester: Manchester University Press.
  • Bogost, I. (2006). Unit operations: An approach to videogame criticism. Cambridge: MIT Press.
  • Bryman, A. (2004). The Disneyization of society. London: Sage.
  • Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. Cambridge: Polity Press.
  • Buckingham, D., & Willet, R. (2006). Digital generations: Children, young people and new media. Mahway, N.J: Lawrence Erlbaum Associates.
  • Calvert, D., & Wilson, B. (Eds.). (2008). The Blackwell handbook of children, media, and development. Chichester: Wiley-Blackwell Press.
  • De Block, L., & Buckingham, D. (2007). Global children, global media: Migration, media and childhood. Houndmills: Palgrave.
  • Gill, R. (2007). Gender and the media. Cambridge, UK: Polity Press.
  • Gotz, M., Lemish, D., Aidman, A., & Moon, H. (2005). Media and the make-believe worlds of children: When Harry Potter meets Pokemon in Disneyland. Mahway, N.J: Lawrence Erlbaum Associates.
  • Lemish, D., Gotz, M., & Dervin, B. (Eds.). (2007). Children and media in times of war and conflict. Cresskill, N.J: Hampton Press.
  • Lygo, I. (2004). News overboard: The tabloid media, race politics and Islam. Anglesea, Vic.: Southerly Change Media.
  • McCallum, K. (2007). Public opinion about Indigenous issues in Australia: Local talk and journalistic practice. Nathan: Centre for Public Culture and Ideas, Griffith University.
  • Mickler, S. (1998). The myth of privilege: Aboriginal status, media visions, and public ideas. Fremantle: Fremantle Art Centre Press.
  • Valkenburg, P.M. (2004). Children's responses to the screen: A media psychological approach. Mahway, N.J: Lawrence Erlbaum Associates.
  • Schor, J.B. (2004). Born to buy: The commercialized child and the new consumer culture. New York: Scribner.

Journal References

  • Scan: Journal of Media Arts Culture. Sydney: Macquarie University.
  • Media/Culture. Brisbane: QUT.
  • Media Culture and Society (electronic source since 1999). Sage Publications.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ENG2470|1|2