Sponsored content and native ads:
Community education
by John Bowen
Title
Sponsored content and native ads: Community education
Description — fourth in the sequence
From previous lessons, student journalists should be aware of native ads and sponsored content and the importance of understanding the issues they raise. Now, they take this awareness and knowledge a step further and become the teachers to their various communities. They can use the positions they reported in the last lesson and inform others.
Objectives
- Students will identify a community for which they would prepare a presentation on native ads or sponsored content.
- Students will prepare arguments, pro and con, to prepare for the presentation.
- Students will construct the presentation for their chosen community to create dialogue and action.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.11-12.1.C | Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. |
| CCSS.ELA-LITERACY.SL.11-12.1.A | Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. |
| CCSS.ELA-LITERACY.RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
| CCSS.ELA-LITERACY.CCRA.SL.4 | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Rubric for student article summary and statement
Small group Action Plan organizational form
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
Students have learned about sponsored content and native ads. Now they are going to create plans to share their knowledge with chosen communities.
Step 2 — Small group work (45 minutes)
The teacher will ask students to discuss what they think would be the most effective strategies to influence others about the topics of native ads or sponsored content. During the discussions students would also talk about the best strategies and to which communities students could reach out.
Students should reassemble into small groups of their choice to do the following:
- Identify and choose a community they feel would benefit from a presentation about native ads or sponsored content. (Middle school groups, other high school peers, civic groups, school board, faculty, etc.)
- Select a focus on either native ads or sponsored content.
- Discuss which resources they had access to turning their classes on the topic that would be the most helpful for a presentation to their chosen community They could assignment certain resources to group members.
- Presentation platform(s) (live presentation, forum, podcast, video, written articles, slideshows, combinations, etc.)
- Begin to complete the action plan organizational form
- Depending on choice of group, type of presentation and more, the small group teams will work to create their action plan organizational form and establish a timeframe for its presentation.
- Students would do as much planning, research and decision-making in this class as they can. They should also try to share with the teacher questions and concerns.
Assessment
Because it is a group project, the teacher will ask students to create a one-page reflection on the outcomes of the action plan.
Differentiation
It is quite likely the teacher might plan one or more work days for completion of the action plan. Additional class periods might be set aside for:
- Completion of research and outline of presentation. Personal assignments
- Practice of presentation approaches. Development of evaluation approaches and forms.
- Evaluation of the presentation
What are native ads and sponsored content
and what issues do they raise?
by John Bowen
Title
What are native advertising and sponsored content and what issues do they raise?
Description — first in a sequence
Questions of fake news and disinformation arise almost daily. Citizens also face information spread by sponsored content, an approach to storytelling designed to bring needed revenue to news media. The trouble is most readers and viewers cannot tell sponsored news from reported news. This lesson can help students understand how sponsored news developed, how to recognize it and ways to assist non-journalism communities in dealing with it.
Objectives
- Students will explore sponsored news and be able to identify it.
- Students will be able to compare and contrast sponsored news with native advertising.
- Students will evaluate and analyze sponsored news content.
Common Core State Standards
| CCSS.ELA-LITERACY.CCRA.R.1 | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| CCSS.ELA-LITERACY.RI.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| CCSS.ELA-LITERACY.SL.11-12.1.A | Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. |
| CCSS.ELA-LITERACY.SL.11-12.1.C | Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Rubric for student article summary and statement
Student computers if available
Links used for this lesson:
- The definition of ‘sponsored content’
- Article or ad? When it comes to native advertising, no one knows
- Knowing what is what: Is it editorial content or is it advertising?
- Making sense of the news: Distinguishing news from sponsored content
- The slippery slope of sponsored news
- How ‘deceptive’ sponsored news articles could be tricking readers – even with a disclosure message
- Sponsored content presents opportunities, ethical concerns for newsrooms
- Media ethics and society
- Most students cannot tell the difference between sponsored content and real news
- The ethics of using paid content in journalism
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
The teacher will ask students if they have ever heard of native advertising or sponsored content, if they could recognize it if they saw it and where might they see it.
Depending on student responses, the teacher will raise other questions and ask for more explanation.
Step 2 — Large group work (45 minutes)
The warm-up should lead to the teacher sharing definitions:
- Native advertising is a form of paid media where the ad experience follows the natural form and function of the user platform in which it is placed.
- Sponsored content is material which resembles the publication’s editorial content but is paid for by an advertiser or other information provider and intended to promote the advertiser’s product or services.
The teacher would also discuss the differences and similarities between the two. These sites can provide background information:
- The definition of ‘sponsored content’
- Article or ad? When it comes to native advertising, no one knows
- Knowing what is what: Is it editorial content or is it advertising?
- Making sense of the news: Distinguishing news from sponsored content
From there, the discussion could delve into why news media might favor or oppose their use, with the instructor providing background, historical and current.
Links for this question:
- The slippery slope of sponsored news
- How ‘deceptive’ sponsored news articles could be tricking readers – even with a disclosure message
- Sponsored content presents opportunities, ethical concerns for newsrooms
Once students understand the rationale for use of native advertising and sponsored content, the teacher could focus the discussion on the plusses and minuses. The teacher should ask a student to note potential plusses and minuses on the board for further discussion. Students could also use the sponsored news and native ads notes form.
With the points on the board, the teacher will ask students to choose one of the following articles on native advertising or sponsored content from the list below. Students will read the article and summarize its content in a 250-300 word statement emphasizing the pros and cons of the article’s focus. The student article should also contain the student’s views of the value of native ads or sponsored content.
List of choices for the writing assignment (and students could also use links referred to earlier):
- Media ethics and society
- Most students cannot tell the difference between sponsored content and real news
- The ethics of using paid content in journalism
Students will turn in their statements at the beginning of the next class or share digitally with the teacher.
Assessment
The teacher will evaluate the students’ summaries and value statements using the accompanying rubric. Students should keep the assignment for future reference.
Note:
Students could be given a list of links to read and take notes on as homework instead of reading or referring to them in class discussion.
Read MoreCreating, publishing Storify news
about native ads, sponsored content
by John Bowen
Title
Activity: Creating and publishing a Storify on news about native ads and sponsored content
Description
This lesson should follow other lessons on sponsored content. To help maintain student awareness of native ads and sponsored content, students will create Storify news stories and publish them to keep themselves and their communities aware of each.
Objectives
- Students will become better able to identify the ethical controversy of sponsored content and native ads
- Students will be able to compare and contrast sponsored content with native advertising
- Students will be able to recognize credible sources and verify their information.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.11-12.2 | Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| CCSS.ELA-LITERACY.SL.11-12.5 | Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
| CCSS.ELA-LITERACY.SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks |
| CCSS.ELA-LITERACY.SL.11-12.1.D | Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Student computers if available
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
The teacher will ask students if they have seen news about native advertising or sponsored content. Using Storify, they can explore its value and credibility.
(The teacher should do the Pinterest/Padlet lesson first for information about native ads and sponsored content.)
Step 2 — Large-group work (35 minutes)
The teacher will then show students how to use Storify to search for news and sources from social and digital media. Students will need to create a free Storify account.
Then the teacher will review with students how to create Storify links that show the latest news or issues about sponsored content and native ads.
The teacher will also remind students of how to check source credibility.
Students will create individual Storify documents that put the news or issue into a social and digital media context. Along with the links and images, students would prepare their own headline, leads and transition content for each Storify they post. They will also be responsible for verification and credibility of sources used in their story.
The teacher will make an ongoing, extra credit assignment for students as they find and post examples.
Step 3 — Assessment (10 minutes)
The teacher will evaluate the students’ posts and summaries and comments and grant an appropriate amount of extra credit for that school’s program.
Differentiation
The teacher could vary the assignment by making it a regularly graded assignment, possibly once a week. The teacher could also vary the topic. For example, the teacher instead of native ads or sponsored content could have students seek examples of solutions journalism, journalistic leadership, fake news and more
Read MoreHow well can your students
recognize sponsored content?
by John Bowen
Title
How well can your students recognize sponsored content?
Description — third in the sequence
Because of the rapid spread of sponsored content, students may have to decide whether to accept sponsored content in their student media. How well can they recognize it and what would they do once they recognize it?
Objectives
- Students will critique a piece of sponsored content and specify issues in the article that help identify it as sponsored.
- Students will demonstrate their knowledge of journalistic standards by suggesting changes in the article that could make it more acceptable.
- Students will defend their suggestions showing how they apply their ethical guidelines for sponsored content.
- Students will reexamine their student media advertising guideline.
Common Core State Standards
| CCSS.ELA-LITERACY.RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
| CCSS.ELA-LITERACY.CCRA.SL.4 | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
| CCSS.ELA-LITERACY.CCRA.W.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
| CCSS.ELA-LITERACY.CCRA.W.8 | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Evaluating information: The cornerstone of civic online reasoning
Slideshow on Skeptical Knowing
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
Teacher should ask students to define sponsored content and to explain concerns about it.
Step 2 — Large group discussion (45 minutes)
The teacher will introduce the lesson by telling the students they are going to get a chance to identify, and then call for correction of, problematic issues. The teacher could also note the Stanford study that indicates students have a difficult time identifying fake news, sharing findings with students.
The teacher should make links to four sponsored content examples available. Students should then evaluate the articles and identify ways to make the story more acceptable. Students should read the articles, identify points that could be problematic and suggest journalistic corrections that could also be linked.
The articles can be found here:
http://www.healthcarefinancenews.com/sponsored or http://reviveusa.com/category/sponsored-news/ or http://www.eonline.com/news/sponsored or
Students should also be able to refer to the Slideshow on Skeptical Knowing (based on information by Bill Kovach and Tom Rosenstiel in Blur) to get insights to the type of information they were seeing and questions to ask about that information. We encourage teachers to purchase Blur for more complete context and a look at new approaches in journalism.
Students will be able to share their work with peers in class.
Students should then use this knowledge to revisit and possibly rewrite their advertising guideline.
Assessment
The teacher will critique each student’s evaluation based on a rubric of the sponsored content answer form.
Differentiation
Instead of completing a written evaluation, students may choose to do the assignment using a podcast or short video report.
Read More