School: Arts and Humanities
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 MediaUnit Code
ENG2470Year
2016Enrolment Period
1Version
1Credit Points
15Full 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:
- Analyse how global media companies target children and youth as consumers.
- Analyse texts for children and youth associated with new technologies, in areas such as gaming, social networking and online immersive environments.
- Apply critical reading strategies to print and visual media texts for children and youth.
- Discuss the ideological implications in a range of media texts, with a focus on race, ethnicity and gender.
- Identify and evaluate debates about the negative effects of media on children and youth.
Unit Content
- 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.
- Mass media magazines marketed for the child and youth consumer, such as Dolly or Cosmogirl.
- New media texts, such as The Sims or Bully.
- Print advertisements for children and youth consumers, such as Calvin Klein and Diesel.
- 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| Type | Description | Value |
|---|
| Test | Quiz | 10% |
| Assignment | Analysis | 40% |
| Examination | Examination | 40% |
| Participation | Participation in seminar reading and analysis | 10% |
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.
- Schor, J.B. (2004). Born to buy: The commercialized child and the new consumer culture. New York: Scribner.
- Osgerby, B. (2004). Youth media. New York: Routledge.
- Mickler, S. (1998). The myth of privilege: Aboriginal status, media visions, and public ideas. Fremantle: Fremantle Art Centre Press.
- McCallum, K. (2007). Public opinion about Indigenous issues in Australia: Local talk and journalistic practice. Nathan: Centre for Public Culture and Ideas, Griffith University.
- Lygo, I. (2004). News overboard: The tabloid media, race politics and Islam. Anglesea, Vic.: Southerly Change Media.
- Lemish, D., Gotz, M., & Dervin, B. (Eds.). (2007). Children and media in times of war and conflict. Cresskill, N.J: Hampton 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.
- Gill, R. (2007). Gender and the media. Cambridge, UK: Polity Press.
- De Block, L., & Buckingham, D. (2007). Global children, global media: Migration, media and childhood. Houndmills: Palgrave.
- Calvert, D., & Wilson, B. (Eds.). (2008). The Blackwell handbook of children, media, and development. Chichester: Wiley-Blackwell Press.
- Buckingham, D., & Willet, R. (2006). Digital generations: Children, young people and new media. Mahway, N.J: Lawrence Erlbaum Associates.
- Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. Cambridge: Polity Press.
- Bryman, A. (2004). The Disneyization of society. London: Sage.
- Bogost, I. (2006). Unit operations: An approach to videogame criticism. Cambridge: MIT Press.
- Valkenburg, P.M. (2004). Children's responses to the screen: A media psychological approach. Mahway, N.J: Lawrence Erlbaum Associates.
- Bignell, J. (2002). Media semiotics: An introduction. Manchester: Manchester University Press.
- Bell, E., Haas, L., & Sells. L. (Eds.). (1995). From mouse to mermaid: The politics of film, gender and culture. Bloomington: Indiana University Press.
Journal References
- Media Culture and Society (electronic source since 1999). Sage Publications.
- Media/Culture. Brisbane: QUT.
- Scan: Journal of Media Arts Culture. Sydney: Macquarie University.
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
School: Arts and Humanities
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 MediaUnit Code
ENG2470Year
2016Enrolment Period
2Version
1Credit Points
15Full 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:
- Analyse how global media companies target children and youth as consumers.
- Analyse texts for children and youth associated with new technologies, in areas such as gaming, social networking and online immersive environments.
- Apply critical reading strategies to print and visual media texts for children and youth.
- Discuss the ideological implications in a range of media texts, with a focus on race, ethnicity and gender.
- Identify and evaluate debates about the negative effects of media on children and youth.
Unit Content
- 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.
- Mass media magazines marketed for the child and youth consumer, such as Dolly or Cosmogirl.
- New media texts, such as The Sims or Bully.
- Print advertisements for children and youth consumers, such as Calvin Klein and Diesel.
- 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| Type | Description | Value |
|---|
| Test | Quiz | 10% |
| Assignment | Analysis | 40% |
| Examination | Examination | 40% |
| Participation | Participation in seminar reading and analysis | 10% |
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.
- 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.
- Osgerby, B. (2004). Youth media. New York: Routledge.
- McCallum, K. (2007). Public opinion about Indigenous issues in Australia: Local talk and journalistic practice. Nathan: Centre for Public Culture and Ideas, Griffith University.
- Lygo, I. (2004). News overboard: The tabloid media, race politics and Islam. Anglesea, Vic.: Southerly Change Media.
- Lemish, D., Gotz, M., & Dervin, B. (Eds.). (2007). Children and media in times of war and conflict. Cresskill, N.J: Hampton 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.
- Gill, R. (2007). Gender and the media. Cambridge, UK: Polity Press.
- De Block, L., & Buckingham, D. (2007). Global children, global media: Migration, media and childhood. Houndmills: Palgrave.
- Calvert, D., & Wilson, B. (Eds.). (2008). The Blackwell handbook of children, media, and development. Chichester: Wiley-Blackwell Press.
- Buckingham, D., & Willet, R. (2006). Digital generations: Children, young people and new media. Mahway, N.J: Lawrence Erlbaum Associates.
- Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. Cambridge: Polity Press.
- Bryman, A. (2004). The Disneyization of society. London: Sage.
- Bogost, I. (2006). Unit operations: An approach to videogame criticism. Cambridge: MIT Press.
- Mickler, S. (1998). The myth of privilege: Aboriginal status, media visions, and public ideas. Fremantle: Fremantle Art Centre Press.
- Bignell, J. (2002). Media semiotics: An introduction. Manchester: Manchester University Press.
- Bell, E., Haas, L., & Sells. L. (Eds.). (1995). From mouse to mermaid: The politics of film, gender and culture. Bloomington: Indiana University Press.
Journal References
- Media Culture and Society (electronic source since 1999). Sage Publications.
- Scan: Journal of Media Arts Culture. Sydney: Macquarie University.
- Media/Culture. Brisbane: QUT.
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
