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Teaching Techniques Using Health Infomercials to Develop Media Literacy Skills Susan C. Hill, Gordon B. Lindsay hildren’s and adolescents’ exposure to media is C substantial and persistent. Typically, adolescents view an average of almost three hours of television and 6 hours and 32 minutes of assorted combined media per day.‘ American children will see approximately 360,000 commercials on television by the time they graduate from high school.z The infomercial, one form of television advertising, has become more common. Some cable channels are devoted solely to airing infomercials. These 30- to 60-minute program length commercials combine advertising with information about a product, demonstrating how it works, and explaining why it should be purchased. Infomercials often project the persona of informative news programs rather than a marketing pitch. In addition, because of their length, a greater potential may exist than with traditional commercials, for consumer deception.’ Given the deceptive nature of many infomercials, students must learn media literacy skills. Media literacy includes development of knowledge and skills to access, analyze, interpret, question, and evaluate media m e ~ s a g e s . ~ . ~ Infomercials often promote health-related products, so the health education curriculum offers an ideal setting for incorporating media literacy skills. These skills often corre- late directly with the National Health Education Standards which delineate what a student should know and do (italics added).6 Lacking access to information is not a problem in the information-saturated world. The challenge comes from the inability to analyze validity of information and knowing how to apply information to enhance health.’ Being able to deconstruct and analyze media messages for content accu- racy and intent represent important skills to develop media literacy. Middle school years offer the ideal time to teach media literacy.8 Teachers who use this activity find students aware of and familiar with infomercials. This fun, educational, and engaging activity uses the inductive process to teach students the relevance of media literacy in their lives. The inductive process facilitates student involvement and devel- opment of critical thinking skills. It uses the process of constructing understanding through discovery by observing multiple examples that guide students in reaching general conclusions.’ After examining several infomercials during this activity, students can inductively identify the advertis- ing strategies and techniques used in infomercials. Susan C. Hill, PhD, CHES, Assistant Professor, [email protected]~; and Gordon B. Lindsay, PhD, CHES, Professor and Chair, (gordon-lind- [email protected]); Dept. of Health Science, Brigham Young University, Provo, UT 84602. This article was submitted November 26, 2002, and revised and accepted for publication April 21,2003. After completing this instructional strategy students will be able to: 1) critically analyze health-related infomercial messages and content; 2) identify techniques commonly used in infomercials to persuade consumers to purchase a product; 3) identify how and why these techniques often are misleading and unreliable; 4) discuss benefits and draw- backs to health-related infomercials, and use critical think- ing skills to decide if a product should be purchased. One or both of the following options could be used for assessment. Option A: Following the activity, as a final assessment, students will watch and analyze infomercials preselected by the teacher and not discussed in class. Option B: Following the activity, students will create and perform an infomercial for a student-created fictitious product. This technique applies to students in middle school through college. It may be incorporated into topics such as consumer health, nutrition/diet, fitness, body image, aging, media literacy, and skill development in decision-making and goal-setting. Record and view several health-related infomercials from television to use as examples during the class activity. Health-related infomercials that students record also may be used. This activity usually takes two class sessions to complete. To introduce the activity, ask students how many have seen or purchased a product advertised on an infomercial. Journal of School Health August 2003, Vol. 73, No. 6 239

Using Health Infomercials to Develop Media Literacy Skills

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Page 1: Using Health Infomercials to Develop Media Literacy Skills

Teaching Techniques

Using Health Infomercials to Develop Media Literacy Skills Susan C. Hill, Gordon B. Lindsay

hildren’s and adolescents’ exposure to media is C substantial and persistent. Typically, adolescents view an average of almost three hours of television and 6 hours and 32 minutes of assorted combined media per day.‘ American children will see approximately 360,000 commercials on television by the time they graduate from high school.z

The infomercial, one form of television advertising, has become more common. Some cable channels are devoted solely to airing infomercials. These 30- to 60-minute program length commercials combine advertising with information about a product, demonstrating how it works, and explaining why it should be purchased. Infomercials often project the persona of informative news programs rather than a marketing pitch. In addition, because of their length, a greater potential may exist than with traditional commercials, for consumer deception.’

Given the deceptive nature of many infomercials, students must learn media literacy skills. Media literacy includes development of knowledge and skills to access, analyze, interpret, question, and evaluate media me~sages .~ .~ Infomercials often promote health-related products, so the health education curriculum offers an ideal setting for incorporating media literacy skills. These skills often corre- late directly with the National Health Education Standards which delineate what a student should know and do (italics added).6

Lacking access to information is not a problem in the information-saturated world. The challenge comes from the inability to analyze validity of information and knowing how to apply information to enhance health.’ Being able to deconstruct and analyze media messages for content accu- racy and intent represent important skills to develop media literacy. Middle school years offer the ideal time to teach media literacy.8

Teachers who use this activity find students aware of and familiar with infomercials. This fun, educational, and engaging activity uses the inductive process to teach students the relevance of media literacy in their lives. The inductive process facilitates student involvement and devel- opment of critical thinking skills. It uses the process of constructing understanding through discovery by observing multiple examples that guide students in reaching general conclusions.’ After examining several infomercials during this activity, students can inductively identify the advertis- ing strategies and techniques used in infomercials.

Susan C. Hill, PhD, CHES, Assistant Professor, [email protected]~; and Gordon B. Lindsay, PhD, CHES, Professor and Chair, (gordon-lind- [email protected]); Dept. of Health Science, Brigham Young University, Provo, UT 84602. This article was submitted November 26, 2002, and revised and accepted for publication April 21,2003.

After completing this instructional strategy students will be able to: 1) critically analyze health-related infomercial messages and content; 2) identify techniques commonly used in infomercials to persuade consumers to purchase a product; 3) identify how and why these techniques often are misleading and unreliable; 4) discuss benefits and draw- backs to health-related infomercials, and use critical think- ing skills to decide if a product should be purchased.

One or both of the following options could be used for assessment. Option A: Following the activity, as a final assessment, students will watch and analyze infomercials preselected by the teacher and not discussed in class. Option B: Following the activity, students will create and perform an infomercial for a student-created fictitious product.

This technique applies to students in middle school through college. It may be incorporated into topics such as consumer health, nutrition/diet, fitness, body image, aging, media literacy, and skill development in decision-making and goal-setting.

Record and view several health-related infomercials from television to use as examples during the class activity. Health-related infomercials that students record also may be used. This activity usually takes two class sessions to complete.

To introduce the activity, ask students how many have seen or purchased a product advertised on an infomercial.

Journal of School Health August 2003, Vol. 73, No. 6 239

Page 2: Using Health Infomercials to Develop Media Literacy Skills

Ask students to define, or the teacher can define, an infomercial. Show segments from three or four health- related infomercials. After viewing, discuss the questions from the Infomercial Analysis Discussion Questions (Figure 1). These questions are the same as questions on the activity sheet used in the variations section. At this time, the teacher asks questions and the students verbally respond.

Examples of actual student responses to these questions regarding an infomercial promoting an herbal cream target- ing people with chronic pain follow.

1. What is the purpose of the infomercial? “To get you to buy the stuff.’’ “To get your money.”

2. What common advertising techniques were used? “They scare you into thinking you need the product so you don’t have to live with pain.” “They make the product sound like a miracle, and it’s cheap.’’ “They showed people who said the product worked for them.”

3. What kind of claims were made about the product? “They called it a miracle in a jar.” “They said it would change your life.”

Figure 1 Infomercial Analysis Scorecard

(This list is not all inclusive. Additions or deletions can be made to meet the teacher’s needs)

1. Name of product

2. Product category 0 Exercise device 0 FoodlDruglHerbal Supplement 0 Cosmetic (complexion, teeth, hair loss, etc.)

3. Primary health problem(s) claimed to be solved by the product

0 Weight loss 0 Lack of muscle tone, strength, or endurance 17 General physical appearance (complexion, hair loss, etc.) 0 Deficient diet or reduction of high-fat diet

(Check all that apply).

4. What persuasive techniques were used in the infomercial?

0 Description of the product‘s qualities andlor compared to other products 0 Demonstration of product by expert or customer 0 Before and after pictures or video 0 Cited scientificlmedical report or implied endorsement by

0 Words such as “natural” and ”healthy” are used 0 Immediate, short-term results, convenient, easy,

(Check all that apply)

medical research company

effortless, or pain-free

0 Vision or sight 0 Sexual performance or sexual malfunction 0 Dental problernsloral hygiene 0 Stress, emotional, or mental health

0 Expert or customer testimonials 0 Expert interviews 0 Use of computer animation 0 “Risk free” or “guaranteed” 0 lV offer, not sold in stores 0 Disclaimers are made 0 Portrayal of improved life after use of product 0 Free items or bonus offers

5. What health benefits were implied about the product? (Check all that apply) 0 Improved face, skin, or complexion 0 Increased energy, vitality, or stamina 0 Flexibility 0 Cardiovascular strength and endurance 0 Increased/improved sexual performance 0 Improved mental concentration or abilities 0 Cholesterol reduction 0 General dietary improvement 0 Improved physical appearance 0 Increased immune function

17 Hair growth or restoration 0 Weight loss 0 Muscle bulk or tone 0 Anti-aging 0 Cancer-fighting properties 17 Improved vision 0 Improved hearing 0 Lower blood pressure 0 Improved sleep

6. What social or emotional benefits were mentioned

0 Increased happiness or improved mood 0 Improved marital or family relationships 0 Increased schoollbusiness success or productivity 0 Increased social acceptance or improved socialllove life

or implied? (Check all that apply) 0 Increased self.esteem 0 Feeling younger andlor sexier 0 More positive attitude, life outlook, or coping

240 Journal of School Health August 2003, Vol. 73, No. 6

Page 3: Using Health Infomercials to Develop Media Literacy Skills

Figure 2 Infomercial Analysis Discussion Questions

Instructions: After analyzing the infomercial, as a team discuss and write your answers for the following questions:

1 . What was the purpose of the infomercial?

2. What common advertising techniques were used?

3. What kind of claims were made about the product?

4. Did the infomercial make any false claims? If so, what were some?

5. How was the product presented and what was said to persuade the viewer to buy it?

6. What do you think influences people to buy a product from an infomercial?

7. Why are some techniques such as testimonials not a retiable source when making a decision to purchase a product?

4. Did the infomercial make any false claims? “They said it was a revolutionary formula. How do you know i f it really is revolutionary?” “I don’t think it can cure all the health problems they say it can.”

5. How was the product presented and what was said to persuade the viewer to buy it? “They used famous people who said it worked for them.” “They said things like it’s pain-free, easy, and you can’t buy it in stores.” “They give you free stuff if you buy it.”

6. What do you think influences people to buy a product from an infomercial? “They want to try it because maybe it will work.” “They want to be happy.”

7. Why are some techniques such as testimonials not a reliable source when making a decision to purchase a prod- uct? “Just because it worked for them doesn’t mean it will work for you. Plus, we really don’t know if it worked for them or not.”

At this point, introduce and explain techniques commonly used by advertisers to persuade people to buy a product. Two techniques set infomercials apart from other television advertising: their unique program design and length. Typically infomercials include three parts lasting about nine minutes each. Each part has a program segment (to capture attention and build interest) that lasts seven minutes, and a direct response segment (asks for some consumer action) lasting two minutes.’” These segments are cycled (usually three times) throughout the infomercial.

In addition to these techniques, ask students to brain- storm and generate a list of other techniques commonly used in advertising. In the discussion following this task, the teacher can augment the list, if needed. Techniques listed include testimonials, celebrity or “expert” endorse- ment, humor, hyperbole (grandiose, exaggerated state- ments), emotional appeal, fear, symbols, nationalism, repetition, flattery, simple solutions, “scientific” evidence, group dynamics, before and after pictures, nostalgia, card

stacking (using facts out of context to create a false or misleading impression), and timing.”,”

Following the discussion, show the infomercial segments again while students analyze them using the Infomercial Analysis Scorecard (Figure 2). During the analysis students also verbally identify the three cycled segments as they appear. Review with students the items they checked on their scorecards. If needed, pause or rewind the videotape to call attention to specific examples. Complete this process with one or two infomercials. Follow-up by discussing these questions:

1) What were the three repeated segments in the infomercial? Why do you think this technique is used?

2) Why is it important to be aware of the techniques of persuasion used in infomercials?

3) What are the benefits and drawbacks of infomercials? 4) How does an awareness of the infomercial message

shape your understanding of it? 5) How does persuasion work to affect people

consciously or subconsciously? 6) What factors (short- and long-term) should one think

about when deciding to purchase a product from a health- related infomercial?

Variations If there is access to more than one TV/VCR, station

several units around the classroom. The same infomercial can be used for all stations, or each station can play a different infomercial. Teams of three to four students analyze the infomercials together, using the Infomercial Analysis Scorecard, then answer the discussion questions from the Infomercial Analysis Discussion Questions activ- ity sheet. Afterward, teams compare and discuss results with other teams. To conclude the activity, use the six follow-up questions listed in a teacher-led discussion.

References 1. American Academy of Pediatrics Committee on Public Education.

2. American Academy of Pediatrics Committee on Communications.

3. Tom G. The information content of infomercials. Rev Bus.

4. Page RM, Page TS. Fostering Emotional Well-Being in the Classroom. 3rd ed. Sudbury, Mass: Jones and Bartlett; 2003.

5. Strasburger VC, Wilson BJ. Children, Adolescents, & the Media. Thousand Oaks, Calif Sage Publications; 2002.

6. Joint Commission on National Health Education Standards. National Health Education Standards: Achieving Health Literacy. Reston, Va: Association for the Advancement of Health Education; 1995;4-8.

7. Smith BJ. National standards in health education. PBS TeacherSource. Available at: http://www.pbs.org/teachersource/ whats-new/health/octOl .shtm. Accessed March 12,2003.

8. Davies J. The impact of the mass media upon the health of early adolescents. J Health Educ. 1993;24(6):S28-S35.

9. Eggen PD, Kauchak DP. Strategies for Teachers: Teaching Content and Thinking Skills. 4th ed. Boston, Mass: Allyn and Bacon; 2001.

10. Elliot MT, Lockard M. An analysis of information content in infomercial programs. J Direct Marketing. 1996; 10(2):44-55.

11. The language of persuasion. New Mexico Media Literacy Project. 2001. Available at: http://www.nmmlp.org/rnedialiteracy.htm. Accessed March 12,2003.

12. Specific media tools for analysis: Modified for younger learners. New Mexico Media Literacy Project; 2001. Available at: http://www.nmmlp.org/medialiteracy.htm. Accessed March 12,2003.

Children, adolescents, and television. Pediatrics. 2001; 107(2):423-426.

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