Designing and Implementing an Effective Tobacco Counter-Marketing Campaign 

Chapter 11: Media Literacy 281 

Chapter 11 

Media Literacy
 


Media literacy is like the dog in “The Wizard of Oz” who 

pulls back the curtain to reveal the man behind the 

Wizard image. 

—	 Frank Baker, media literacy expert 

In This Chapter
 

• Media Literacy and 

Youth 

• Essential Ingredients 

of Media Literacy 

Media literacy helps people ask questions about what they watch, see, hear, 

and read. It helps them critically assess how the mass media normalize, glamorize, and create role models for unhealthy lifestyles and behaviors, such as 

smoking. Media literacy involves examining the techniques, technologies, 

and institutions involved in media production; critically analyzing media 

messages; and recognizing the role that audiences play in attaching a meaning to those messages. The idea behind media literacy is that teaching people 

to recognize how a message tries to influence them will lessen the impact of 

that message. On a broader level, media literacy can be viewed as a form of 

protection or “inoculation” against unhealthy behaviors shown in the media. 

This chapter gives an overview of media literacy and how it fits into a 

counter-marketing campaign. An extensive resources section at the end 

of this chapter lists media literacy curricula and other planning aids. 

Media Literacy and Youth 

Although some media literacy efforts target adults, most focus on young 

people and teens—and with good reason. Consider the following data: 

■	 	 Adolescents spend 24 hours per week watching television—twice as 

much time as they spend in school over the course of one year (Kaiser 

Family Foundation 1999; Strasburger et al. 2000). 

• How Media Literacy 

Complements 

Counter-Marketing 

• Implementing a 

Media Literacy 

Program 

• Evaluating Your 

Efforts 

• Resources 
282 Chapter 11: Media Literacy 

■	 	 Thirty-seven percent of children ages 6 

to 11 and 55.8 percent of teens ages 12 

to 17 have TV sets in their bedrooms 

(Kaiser Family Foundation 1999; 

Strasburger et al. 2000). 

■	 	 Eighty-two percent of adolescents use 

the Internet (Kaiser Family Foundation 

1999; Strasburger et al. 2000). 

■	 	 Adolescents listen to about 40 hours 

of popular music per week (Kaiser 

Family Foundation 1999; Strasburger 

et al. 2000). 

■	 	 Studies show that many parents don’t 

see their children’s media habits as a 

cause for concern. 

Youth love learning about media. Their culture 

and much of their identities are immersed in 

media. Teaching media literacy is an excellent 

way to attract their attention and to build their 

interest in health and smoking issues. 

Couple these facts with the tobacco industry’s 

advertising and marketing practices: 

■	 	 In 2000, the industry spent $9.57 billion 

to advertise and market tobacco products (Federal Trade Commission 2002). 

■	 	 Although no cigarette advertising 

appears on TV and radio, tobacco 

images are pervasive. They appear in 

movies, on clothing, at sporting events, 

and in other places. One study from 

Dartmouth College and Dartmouth 

Medical School showed that smoking in 

movies is linked to adolescents trying 

their first cigarette (Sargent et al. 2001). 

■	 	 A landmark study in the 1980s showed 

that as many young children recognized 

Joe Camel as they did Mickey Mouse 

(Fischer et al. 1991). 

■	 	 Camel’s market share among underage 

smokers rose from 0.5 percent to 32.8 

percent after the Joe Camel campaign 

was introduced (DiFranza et al. 1991). 

Consequently, media literacy has developed a 

large following among U.S. educators and 

health educators interested in youth. All 50 

states have some requirement for media 

literacy in their education standards (see 

http://www.med.sc.edu:1081/statelit.htm). 

Furthermore, many tested curricula are available to teach about media literacy on tobacco 

and alcohol use. 

Media literacy programs have shown some 

success. For example, research shows that 

media literacy programs addressing alcohol 

ads can help children become more informed; 

can diminish the perception that “everybody” 

is using alcohol; can encourage children to be 

more critical of the alcohol industry’s advertising techniques; and can reduce intentions to 

use alcohol over the short term (Austin 1997; 

Slater 1996). The programs may even help to 

improve long-term cognitive resistance to 
Designing and Implementing an Effective Tobacco Counter-Marketing Campaign 

Chapter 11: Media Literacy 283 

What Media Literacy Can and Can’t Do 

Can 

■	 	 Help change attitudes 

■	 	 Teach people to recognize how messages are 

designed to influence
 

them
 

■	 	 Contribute to changing 

long-term behavior 

alcohol ads (Slater 1996). Qualitative research 

and the experiences of media literacy experts 

indicate that, if executed well, these programs 

can change people’s knowledge, attitudes, 

and/or behaviors. 

Essential Ingredients of Media 

Literacy 

Media literacy has four main concepts. 

All media: 

■	 	 Are constructed 

■	 	 Have codes and conventions 

■	 	 Convey value messages 

■ Have financial interests 

Media literacy includes these activities: 

■	 	 Critically analyzing media messages 

■	 	 Evaluating the source of information 

■	 	 Discussing issues of bias and credibility 

Can’t 

■	 	 Change long-term 
 

behavior in the absence 
 

of other program ele­
 

ments 
 

■	 	 Replace classes or pro­
 

grams that explain 
 

tobacco’s impact on 
 

health 
 

■	 	 Raising awareness about how media
 


techniques (such as the use of color,
 


sound, editing, or symbolism) influence
 


people’s beliefs, attitudes, and behaviors
 


■	 	 Producing messages using different
 


forms of media
 


Media literacy has four stages: 

1. 	 The first stage is becoming aware of why it’s 

important to manage the amount of time 

spent with TV, videos, electronic games, the 

Internet, films, and various print media. 

2. 	 The second stage is learning specific skills 

of critical viewing, such as analyzing and 

questioning what’s in the “frame” (the 

perspective brought to the subject), how 

it’s constructed, and what may have been 

left out. 

3. 	 The third stage is exploring deeper issues 

of who produces the media we experience 

and why. Questions to explore include: 

Who profits? Who loses? Who decides? 
284 Chapter 11: Media Literacy 

Key Questions in Analyzing Media Messages 

■	 What story is being told? 

■	 From whose perspective is it presented? 

■	 How is it captured? 

■	 How is it edited? 

■	 What type of music is used? 

■	 Whose voice do we hear? 

■	 What is the message? 

■	 Who created the message and why are they sending it? 

■	 Who is speaking? 

■	 Whose viewpoint is not heard? 

■	 Which lifestyles, values, and points of view are represented in the message? 

■	 Who owns the medium? 

■	 What is our role as spectators? 

4. 	 The fourth stage is creating and producing 

one’s own media messages to counter the 

intended message. For example, a cigarette 

ad could be recast to reflect tobacco’s 

effects on health; the ad could then be used 

against the industry. At this stage, the participant’s role is that of an advocate. 

to influence attitudes and behaviors helps 

people to analyze and to decipher tobacco 

industry marketing efforts and also increases 

the effectiveness of counter-marketing efforts. 

Media literacy programs are easy to integrate 

with other counter-marketing components. 

For example, most media literacy programs 

include a module in which youth develop 

messages in response to industry marketing. 

This part of the program can be promoted 

through public relations and incorporated into 

grassroots efforts to educate the entire target 

audience about how the tobacco industry has 

tried to influence youth. 

How Media Literacy Complements 

Counter-Marketing 

Media literacy programs can complement and 

reinforce a state’s counter-marketing program. 

Educating people about advertisers’ motives 

and about the techniques that advertisers use 
Designing and Implementing an Effective Tobacco Counter-Marketing Campaign 

Chapter 11: Media Literacy 285 

Although media literacy programs can be an 

effective component within any countermarketing effort, they’re most likely to be 

effective when the counter-marketing programs use an industry manipulation or repositioning strategy. (See Chapter 7: Advertising.) 

Florida’s “truth” campaign used media literacy 

strategies to motivate young people to actively 

participate in tobacco control activities. In fact, 

many of Florida’s original ads are believed to 

have helped the viewing audience become 

more media literate by exposing the role of ad 

agencies and marketing groups in creating 

positive images of tobacco. 

Media literacy often leads to media advocacy 

efforts. In many cases, once youth are sensitized to deceptive marketing messages and 

practices, they’re eager to work to counter 

those messages. At the community level, many 

community advocates use media literacy techniques to educate the public about the influence of tobacco ads in convenience stores and 

at sporting events. 

Media literacy is also an effective tool for 

educating legislators and health policy decision 

makers. Because it’s based on educational theories and addresses issues beyond tobacco 

control, media literacy can be viewed as a less 

charged critique of industry practices. It can be 

a useful way to educate policy makers about 

why the tobacco control movement needs 

effective policies for youth marketing, youth 

access, and clean indoor air. 

It may be difficult to convey the direct impact 

a well-crafted media literacy program can have 

on youth. The best way to convince your state 

tobacco control advocates of the power of 

media literacy is to invite them to attend a 

media literacy session or to conduct a session 

designed especially for them. 

Implementing a Media Literacy 

Program 

Once you decide that media literacy supports 

your counter-marketing program’s goals, you 

can begin your search for the right strategies 

and activities. Many media literacy programs 

and curricula are available; do some research 

to find the ones that will work best with your 

program. (See Programs and Resources section 

at the end of this chapter.) Here are the general 

steps for implementing your program: 

■	 	 Talk to other state tobacco control 
 

program staff about how media literacy 
 

fits into their counter-marketing pro­
 

grams. Many states have used locally 
 

developed and tested programs and 
 

teaching tools. Ask them about their 
 

experiences with media literacy programs 
 

and experts. 
 

■	 	 Develop a strategy for media literacy in 
 

your counter-marketing plan. Apply 
 

strategies that work with your target 
 

audiences. Media literacy is an obvious 
 

match for youth prevention programs. If 
 

your focus is on industry manipulation, 
 

you can use media literacy strategies 
 

with adults to deconstruct the tobacco 
 

industry’s public relations ads and youth 
 

smoking prevention messages. Make 
 

sure that you have the resources, staff, 
 

and time to invest in media literacy as a 
 

program strategy. In addition, you’ll 
 
286 Chapter 11: Media Literacy 

need to find one or more experts who 

can implement media literacy programs 

in your state. (See the Resources list at 

the end of this chapter.) 

■	 	 Learn about media literacy programs 

and resources. The Centers for Disease 

Control and Prevention’s Office on 

Smoking and Health, the American 

Academy of Pediatrics, the National 

Education Association’s Health 

Information Network, and the Center 

for Substance Abuse Prevention jointly 

developed MediaSharp: Analyzing 

Tobacco and Alcohol Messages, a tool kit 

for educators, youth group leaders, 

pediatricians, and others who work with 

youth ages 11 through 14. The kit 

includes worksheets, suggested activities, references and resources, and a 

video module to use across the learning 

modules. In addition, several Web sites 

offer information about media literacy 

organizations and resources for media 

literacy. Experts around the country also 

can help you design a state program. 

(See the Resources list at the end of this 

chapter.) 

■	 	 Track who is using the program and 

how it is working in different settings. 

Once you’ve chosen a program and 

implemented it, be sure to evaluate your 

efforts. Evaluation will enable you to 

identify and correct any problems with 

the program. 

Here are several tips from media literacy 

experts for launching your effort: 

■	 	 Include links to media literacy Web 

sites on your state tobacco control site. 

These links will make media literacy tools 

readily available for teachers, health 

educators, and others who may be interested in working on tobacco control. 

■	 	 Visit state and local departments of 

education, health, or alcohol and other 

drug services. 

– 	 	Learn about your state’s education 

standards on media literacy. 

– 	 	Determine the department’s interest 

in tobacco media literacy and find 

out who is addressing the issue. 
Designing and Implementing an Effective Tobacco Counter-Marketing Campaign 

Chapter 11: Media Literacy 287 

– 	 	Make tobacco media literacy 

resources and materials available to 

the department. 

– 	 	Work with the department to create 

professional development opportunities in media literacy. 

– 	 	Provide access to teaching tools and 

resources, and offer to train teachers, 

health educators, or other staff. 

– 	 	Introduce media literacy programs 

and teaching tools at state and local 

health and education conferences. 

– 	 	Find state media literacy experts to 

speak to students, parents, or teachers or at teacher training programs. 

– 	 	Train people to present media literacy programs at schools and other 

youth gatherings. 

■	 	 Identify youth organizations, religious 

groups, community hospitals, pediatricians, and other community groups 

open to addressing the issue of media 

literacy with their members. If your 

counter-marketing program addresses 

youth prevention, this can be an important addition to your media efforts. 

– 	 	Present information on media 

literacy to the organization leaders. 

– 	 	Determine whether they’re interested in offering media literacy 

programs. 

– 	 	Make resources and teaching tools 
 

available. 
 

– 	 	Offer to train staff from the organiza­
 

tions or offer to provide staff to con­
 

duct the programs for them. 
 

– 	 	Encourage organizations to publish 
 

or display artwork, ads, or other 
 

media literacy products developed 
 

by youth. 
 

■	 	 Approach local commercial and public 

television stations, education writers at 

newspapers, and cable stations with 

distance-learning access channels. 

– 	 	Offer experts to talk about the con­
 

cepts behind media literacy. 
 

– 	 	Showcase classes or organizations 
 

that are involving youth in media 
 

literacy programs. 
 

– 	 	Broadcast ads or other media mes­
 

sages developed by young people. 
 

– 	 	Develop a distance-learning program 
 

on media literacy for a cable channel. 
 

– 	 	Propose media literacy articles for 
 

newspapers with youth pages. 
 

■	 	 Involve parents. Help parents learn 

about media literacy programs so that 

they can reinforce and sustain media 

literacy at home. Inform them about 

school or community programs through 

parent resource groups such as the 

Parent Teacher Association. 
288 Chapter 11: Media Literacy 

Evaluating Your Efforts 

Evaluating your media literacy efforts will help 

you report to stakeholders and will give you 

valuable insights on improving your approach. 

Fine-tuning your approach using evaluation 

results can help you increase the public’s ability to analyze tobacco advertising, its motivation to counter the tobacco industry’s goals, 

and its involvement in the counter-marketing 

program. Some smokers may tell you that 

what they learn in media literacy justifies their 

addiction (i.e., they’re victims of industry 

manipulation). If this happens, don’t think that 

your program is having an adverse effect; 

instead, consider this argument a “teachable 

moment.” You may need to present additional 

information to these individuals, including 

information on health effects and cessation 

services. 

Evaluation will help you answer these types of 

questions: 

■	 	 How is the funding for media literacy 

being used? 

■	 	 Was your media literacy program implemented the way it was designed? 

■	 	 Was the audience attentive and engaged 

throughout? 

■	 	 Were there significant changes in the 

audience’s awareness, attitudes, perceptions, intentions, and behaviors? 

■	 	 How can you use the evaluation results 

to adjust your media literacy efforts and 

be more successful? 

How To Evaluate Your Media 

Literacy Efforts 

You may want to review Chapter 5: Evaluating 

the Success of Your Counter-Marketing 

Program, which addresses evaluation in depth. 

Base your approach to evaluation on how the 

results will be used and by whom. Once you 

have determined how the evaluation results 

will be used, you can develop the most effective questions, plan a strategy for getting 

answers, and then provide the information to 

those who need it in a format that they can 

use. Involve the intended users and allow them 

to provide input from the start about the 

type(s) of information that they need from the 

evaluation. 

To help manage the implementation of your 

media literacy efforts—and to respond to 

inquiries from your stakeholders—you must 

monitor and track your activities. As discussed 

in Chapter 5, you’ll need to complete or obtain 

logs and other documentation tools regularly 

to track the activities linked to your plan’s goals 

and objectives. For example, if one objective is 

to teach a certain number of targeted youth 

about specific content areas and skills within a 

given time frame, a log can allow you to document how many youth were reached, what 
Designing and Implementing an Effective Tobacco Counter-Marketing Campaign 

Chapter 11: Media Literacy 289 

areas and skills were addressed during each 

session, and when the instruction took place. 

Most importantly, you’ll want to assess outcomes to determine the effectiveness of 

your media literacy efforts. This assessment 

involves measuring the impact on program 

participants, including changes in: 

■	 	 Awareness of the role of the media 

■	 	 Attitudes toward and perceptions of the 

tobacco industry, its advertising, and the 

harm both perpetuate 

■	 	 Critical viewing skills 

■	 	 Ability to develop their own countermarketing messages 

■	 	 Intentions to talk with others about 

what they have learned 

If you conduct an outcome evaluation, use the 

strongest design possible. A pretest and 

posttest measurement that uses a comparison 

or a control group that didn’t receive the media 

literacy education is preferable. A participant 

survey is one important way to measure outcomes. You may also want to review items 

from other surveys that evaluated the outcomes of similar programs and to involve one 

or more experts in the survey development 

and data analysis. 

Using Evaluation Results for 

Decision Making 

The results of your outcome evaluation may 

show that some outcomes were achieved and 

others weren’t. To understand these results, 

check your monitoring and tracking data to see 

whether your media literacy activities were 

implemented according to plan. If the activities 

and content linked to certain outcomes weren’t 

taught appropriately or at all, you and your 

instructors will need to pay closer attention to 

program design and implementation. 

If your monitoring and tracking data show that 

your activities were implemented as planned, it 

may be helpful to conduct interviews or focus 

groups with members of your target audience 

to understand why certain outcomes weren’t 

achieved. If the focus group is designed and 

conducted effectively, these qualitative findings 

may help identify and correct problems with 

your media literacy efforts, such as low credibility of instructors, inappropriate learning 

techniques, program content that doesn’t resonate with the audience, or lack of time to 

practice relevant skills. By evaluating your 

efforts regularly, you’ll learn more about how to 

best engage your target audience, how to 

increase their knowledge, and how to motivate 

them to get involved in the tobacco countermarketing program. Then you’ll be able to 

make adjustments so that each round of media 

literacy efforts becomes more successful. 
290 Chapter 11: Media Literacy 

Points To Remember 

■	 	 Make sure that media literacy fits into your overall counter-marketing strategy. 

■	 	 Learn about media literacy programs and resources. Talk to program staff from 

states conducting media literacy efforts. 

■	 	 Identify which media literacy programs and resources match your audience and 

strategy. 

■	 	 Determine which organizations can help you implement a media literacy program. 

Offer them tools and training. 

■	 	 Track who is using the program and how it’s working. 

Resources 

Health Education 

Centers for Disease Control and Prevention. Guidelines for school health programs to prevent 

tobacco use and addiction. Morbidity and Mortality Weekly Report Recommendation Report 

1994;43(RR-2):1–18. 

Shelov S, Baron M, Beard L, Hogan M, et al. Children, adolescents and advertising. Pediatrics 

1995;95:295–7. 

U.S. Department of Health and Human Services. Preventing Tobacco Use Among Young People: A 

Report of the Surgeon General. Atlanta, GA: USDHHS, Public Health Service, Centers for Disease 

Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, 

Office on Smoking and Health; 1994. Reprinted with corrections, July 1994. 

Programs and Resources 

■	 	 MediaSharp is an interactive, multimedia program designed to help young people critically 

assess how the media normalize, glamorize, and create role models for unhealthy lifestyles 

and behaviors. It focuses on analyzing tobacco and alcohol messages delivered through 

entertainment, news, and marketing. The MediaSharp kit includes a video, a leader’s guide, 

handouts, exercises, and an extensive list of media literacy resources; it can be ordered free 

from the Centers for Disease Control and Prevention/Office on Smoking and Health Web 

site (http://www.cdc.gov/tobacco). 
Designing and Implementing an Effective Tobacco Counter-Marketing Campaign 

Chapter 11: Media Literacy 291 

■	 	 Smoke Screeners is an educational program that helps young people learn media literacy skills 
 

by improving their ability to critically analyze messages about tobacco use in movies and on 
 

television. The program includes a moderator’s guide and video, and it can be used in a class­
 

room or in a youth group setting. Created as part of the youth initiative of the Massachusetts 
 

Department of Public Health’s antismoking campaign, this program is now a national effort. 
 

Smoke Screeners is free and can be ordered from the Centers for Disease Control and 
 

Prevention/Office on Smoking and Health Web site (http://www.cdc.gov/tobacco). 
 

■	 	 The Center for Media Literacy (http://www.medialit.org) is the leading organization for 
 

media literacy in the United States. The center has an extensive catalogue of recommended 
 

books, videos, and curriculum resources. 
 

■	 	 The Alliance for a Media Literate America (http://www.nmec.org) is a professional develop­
 

ment collaboration that organizes and hosts the annual National Media Education 
 

Conference for teachers, administrators, and community leaders. 
 

■	 	 South Carolina Educational Television’s Media Literacy Program Web site 
 

(http://www.med.sc.edu/medialit) provides numerous teaching tools for tobacco media 
 

literacy. 
 

■	 	 The New Mexico Media Literacy Project (http://www.aa.edu), sponsored by the Albuquerque 
 

Academy, offers a wealth of information for teaching media literacy skills to youth. 
 

■	 	 Hip Hop! Influence Within Youth Popular Culture: A Catalyst for Reaching America’s Youth 
 

with Substance Abuse Messages is a report by Dr. Thandi Hicks-Harper that can help readers 
 

to understand hip hop in a prevention context (http://www.hiphop4kids.com). 
 

Research Literature 

American Academy of Pediatrics. Media education. Pediatrics 1999;104:341–3. 

Brunner C, Talley W. The New Media Literacy Handbook: An Educator’s Guide to Bringing New 

Media into the Classroom. New York, NY: Anchor Books/Doubleday, 1999. 

Hobbs R. Literacy in the information age. In: Flood J, Lapp D, Brice Heath S, eds. Handbook of 

Research on Teaching Literacy Through the Communicative and Visual Arts. International Reading 

Association. New York, NY: Macmillan, 1998. pp. 7–14. 

Hobbs R. Media literacy in Massachusetts. In: Hart A, ed., Teaching the Media: International 

Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 1998. pp. 127–440. 

Hobbs R. The seven great debates in the media literacy movement. Journal of Communication 

1998;48(2):9–29. 
292 Chapter 11: Media Literacy 

Hobbs R. Classroom strategies for exploring realism and authenticity in media messages. Reading
 


Online (International Reading Association) 2001;4(9). Available at:
 


http://www.readingonline.org/newliteracies/lit_index.asp?HREF=hobbs/index.html. 
 


Accessed June 20, 2003.
 


Hobbs R. Improving reading comprehension by using media literacy activities. Voices from the
 


Middle (National Council of Teachers of English) 2001;8(4):44–50. 
 


Hobbs R, Frost R. Instructional practices in media literacy education and their impact on 
 


students’ learning. New Jersey Journal of Communication 1999;6(2):123–48.
 


Krueger E, Christel MT. Seeing and Believing: How to Teach Media Literacy in the English
 


Classroom. Portsmouth, NH: Boynton/Cook Publishers, 2001.
 


Kubey R, Baker F. Has media literacy found a curricular foothold? Education Week 1999;19(9):56.
 


Available at: www.edweek.org/ew/newstory.cfm?slug=09ubey2.h19. For current links to all 50
 


states, see http://www.med.sc.edu:1081/statelit.html. Accessed June 20, 2003. 
 


Project Look Sharp. 12 Basic Principles for Incorporating Media Literacy into Any Curriculum. 

Ithaca, NY: Ithaca College, 1999. 

Silverblatt A. Media Literacy: Keys to Interpreting Media Messages, 2nd ed. Westport, CT: Praeger, 

2001. 

Silverblatt A, Ferry J, Finan B. Approaches to Media Literacy: A Handbook. Armonk, NY: M.E. 

Sharpe, 1999. 

Tyner K. Literacy in a Digital World: Teaching and Learning in the Age of Information. Mahwah, NJ: 

Lawrence Erlbaum Associates, 1998. 

Teaching and Learning Resources 

American Cancer Society. National Health Education Standards: Achieving Health Literacy. Atlanta, GA: 

American Cancer Society, 1995. 

DeGaetano G, Bander K. Screen Smarts: A Family Guide to Media Literacy. New York, NY: Houghton 

Mifflin,1996. 

Hobbs R. To your health. Cable in the Classroom 1995;Oct:12–13. 

Hobbs R. Know TV: Changing What, Why and How You Watch. Bethesda, MD: Discovery 

Communications, 1996. 
Designing and Implementing an Effective Tobacco Counter-Marketing Campaign 

Chapter 11: Media Literacy 293 

Hobbs R. Start early to help children combat alcohol-saturated TV. American Academy of 

Pediatrics News 1998;14(3):20–1. 

Hobbs R. Media Literacy. New York, NY: Newsweek Education, 2000. 

Johnson LL. Media, Education and Change. New York, NY: Peter Lang Publishing, 2001. 

Manzo KK. Schools begin to infuse media literacy into the 3 R’s. Education Week 2000;Dec:6–7. 

Available at: http://www.edweek.org/ew/ewstory.cfm?slug=14media.h20&. Accessed July 3, 2002. 

Thoman E. Skills & strategies for media education. Educational Leadership 1999;56(5):50. 

Walsh B. Understanding Media Literacy. Center for Media Literacy, 2000. 

Zollo P. Wise Up to Teens: Insights Into Marketing and Advertising to Teenagers. Ithaca, NY: New 

Strategist Publications, 1995. 

Videos 

Centers for Disease Control and Prevention, Office on Smoking and Health; Massachusetts 

Department of Public Health. Smoke Screeners. 1999. To order, call 1-800-CDC-1311. 

DeBenedittis P. Rebelling Against Tobacco Ads. 2000. Available at: http://www.medialiteracy.net/ 

purchase. 

Hobbs R. Tuning In to Media: Literacy for the Information Age. 1994. Available at: 

http://gpn.unl.edu/cml/product_.index_alph.aspMangan M. Corporate Deceit: Big Tobacco’s 

Target (CD-ROM). 2001. Available at: http://www.medialiteracy.net/purchase 

National Institute for Media & The Family. Smoke & Mirrors. 1999. Available at: 

http://www.mediafamily.org/store/tools.shtml 

New Mexico Media Literacy Project. Just Do Media Literacy (companion teacher guide included). 

1997. Available at: http://www.nmmlp.org/products.htm 

New Mexico Media Literacy Project. Media Literacy for Health (CD-ROM, K–12 curriculum). 2001. 

Available at: http://www.nmmlp.org/products.htm 

Substance Abuse and Mental Health Services Administration, Center for Substance Abuse 

Prevention; Centers for Disease Control and Prevention, Office on Smoking and Health; American 

Academy of Pediatrics; National Education Association Health Information Network. MediaSharp: 

Analyzing Tobacco and Alcohol Messages. 1998. Available at: http://www.cdc.gov/tobacco/ 

mediashrp.htm. 
294 Chapter 11: Media Literacy 

Web Sites and Internet Resources 

Alliance for a Media Literate America: http://www.nmec.org. 
 


American Academy of Pediatrics, Understanding the Impact of Media on Children and Teens:
 


http://www.aap.org/family/mediaimpact.htm.
 


Center for Media Literacy: http://www.medialit.org. 
 


Countering the Influence of Alcohol and Tobacco Advertising: 

http://www.drugs.indiana.edu/prevention/advert.html. 
 


Deconstructing Media Messages: http://www.etr.org/recapp/practice/youthskills200106.htm. 
 


Media Education Foundation: http://www.mediaed.org/
 


Media Literacy Clearinghouse: http://www.med.sc.edu/medialit.
 


Media Literacy for Prevention, Critical Thinking and Self-Esteem (Web site of media literacy expert 
 


Dr. Peter DeBenedittis): http://www.medialiteracy.net. 
 


Media Literacy Review, Media Literacy Online Project, College of Education, University of Oregon:
 


http://interact.uoregon.edu/medialit/mlr/home/index.html. 
 


Media Literacy and Substance Abuse Virtual Library:
 


http://www.health.org/features/medlit/library.htm. 
 


New Mexico Media Literacy Project: http://www.nmmlp.org. 
 

Designing and Implementing an Effective Tobacco Counter-Marketing Campaign 

Chapter 11: Media Literacy 295 

Bibliography 

Austin EW, Johnson KK. Effects of general and alcohol-specific media literacy training on children's 

decision making about alcohol. Journal of Health Communication 1997; 2:17–42. 

DiFranza JR, Richard JW, Paulman PM, et al. RJR Nabisco’s cartoon camel promotes Camel 

cigarettes to children. Journal of the American Medical Association 1991;266(22):3149–53. 

Federal Trade Commission. FTC Cigarette Report for 2000. Washington, DC: FTC, 2002. 

Fischer PM, Schwartz MP, Richards JW Jr, et al. Brand logo recognition by children aged 3 to 6 years. 

Mickey Mouse and Old Joe the Camel. Journal of the American Medical Association 

1991;266(22):3145–8. 

Kaiser Family Foundation. Kids & media @ the new millennium. Washington, DC: Kaiser Family 

Foundation; 1999. 

Sargent JD, Beach ML, Dalton MA, et al. Effect of seeing tobacco use in films on trying smoking 

among adolescents: a cross-sectional study. British Medical Journal 2001;323(7326):1394–7. 

Slater MD, Beauvais F, Rouner D, Van Leuven J, Murphy K, Domenech-Rodriguez MM, et al. 

Adolescent counter arguing of TV beer advertisements; evidence for effectiveness of alcohol 

education and critical viewing discussion. Journal of Drug Education 1996;26(2):143–58. 

Strasburger VC, Donnerstein E. Children, adolescents, and the media in the 21st century. Adolescent 

Medicine 2000;11(1):51–68.