SlideShare una empresa de Scribd logo
1 de 96
Ethical and effective online engagement
with young people and families
Introduction
•  Personal introduction
Introduction
•  Personal introduction
3Introduction to Fuse Digital
About today…
•  The current digital environment
•  The good, the bad and the ugly
•  Opportunities
•  Things to remember
The current digital environment
6Introduction to Fuse Digital
7Introduction to Fuse Digital
8Introduction to Fuse Digital
9Introduction to Fuse Digital
10Introduction to Fuse Digital
11Introduction to Fuse Digital
12Introduction to Fuse Digital
13Introduction to Fuse Digital
The digital footprint of a young consumer
•  80% of children (7-16) use the Internet at home and 40% have their own computer
•  90% of young people (11-16) have their own mobile phone
•  A large majority 87% also own a games console
•  Time online is heavily dominated by communities, chat, games and entertainment
•  Most of these sites are commercially owned (with the exception of the BBC)
Source: The Buckingham Report
The digital footprint of a young consumer
Source: ICT at the School and in the home: efficiency, inclusion and digital skills
The digital footprint of a young consumer
•  78% interactive whiteboard coverage in UK (US = 28%, worldwide = 7%)
•  80% of all UK schools e-enabled by 2014
•  80% of teachers positive toward ICT (KS1, KS2, KS3 and KS4)
•  83% (86%,80% primary,secondary) use technology in lessons for creative purposes
•  76% (76%,68% primary,secondary) use technology in lessons for problem solving
Source: Harnessing Technology for Next Generation Learning, Becta
The digital footprint of a young consumer
Source: ICT at the School and in the home: efficiency, inclusion and digital skills
Regulation and legislation
Regulation and legislation
Regulation and legislation
21Introduction to Fuse Digital
22Introduction to Fuse Digital
23Introduction to Fuse Digital
Further issues…
•  No fixed definition of a child
•  Current guidance can’t keep up with rate of change
•  Blurring of geographical boundaries
What can we do about this?
•  Follow the spirit of the guidelines throughout all communications
Making sense of the rules
•  Marketing communications addressed to children must contain nothing that
is likely to result in their physical, mental or moral harm. CAP code 5.1
•  Children must not be encouraged to enter strange places or talk to strangers. CAP code 5.1.1
•  Products unsuitable for children or young people should not be advertised in media targeted to them, and
advertisements directed to children or young people should not be inserted in media where the editorial matter
is unsuitable for them. ICC Article 18
•  Websites specifically aimed at children should ensure that content on their site is suitable for their audience.
Sites should ensure that they offer navigation which does not lead younger users from content which is
suitable for them e.g. on a general portal’s home page, directly to content which is clearly unsuitable.
Home Office Best Practice
•  Users of children’s sites should be clearly informed when they are about to move to third party content.
Home Office Best Practice
•  Message and bulletin boards aimed at children may wish to pre-moderate all user-generated content so that
all material is seen and checked before it is published; and provision of a post-moderated service if the service
is aimed at older children where messages will be removed by a moderator once published, if the posts are
clearly in breach of house rules. Home Office Best Practice
Damage
Making sense of the rules - damage
•  Marketing communications addressed to children must contain nothing that
is likely to result in their physical, mental or moral harm. CAP code 5.1
•  Children must not be encouraged to enter strange places or talk to strangers. CAP code 5.1.1
•  Products unsuitable for children or young people should not be advertised in media targeted to them, and
advertisements directed to children or young people should not be inserted in media where the editorial matter
is unsuitable for them. ICC Article 18
•  Websites specifically aimed at children should ensure that content on their site is suitable for their audience.
Sites should ensure that they offer navigation which does not lead younger users from content which is
suitable for them e.g. on a general portal’s home page, directly to content which is clearly unsuitable.
Home Office Best Practice
•  Users of children’s sites should be clearly informed when they are about to move to third party content.
Home Office Best Practice
•  Message and bulletin boards aimed at children may wish to pre-moderate all user-generated content so that
all material is seen and checked before it is published; and provision of a post-moderated service if the service
is aimed at older children where messages will be removed by a moderator once published, if the posts are
clearly in breach of house rules. Home Office Best Practice
Making sense of the rules - deception
•  Marketing communications addressed to children must not exploit their
credulity, loyalty, vulnerability or lack of experience. CAP code 5.2 (is this one law)
•  Children must not be made to feel inferior or unpopular for not buying the advertised product. CAP code 5.2.1
•  Children must not be made to feel that they are lacking in courage, duty or loyalty if they do not buy or do not
encourage others to buy a product. CAP code 5.2.2
•  Adult permission must be obtained before children are committed to buying complex or costly products.
CAP code 5.2.4
•  Marketing communications addressed to or targeted directly at children must not exaggerate what is attainable
by an ordinary child using the product being marketed. CAP code 5.3.1
•  Marketing communication directed to children should be clearly distinguishable to them as such. ICC Article 18
•  Children can be vulnerable to advertising that is not clearly marked as such, for example advertising which
appears to be editorial content. Advertising can also exploit children through their lack of experience and
maturity. Home Office Best Practice
•  Marketing communications must not falsely claim or imply that the marketer is acting as a consumer or for
purposes outside its trade, business, craft or profession; marketing communications must make clear their
commercial intent, if that is not obvious from the context. DMA 2.3
Making sense of the rules - deception
•  Marketing communications addressed to children must not exploit their
credulity, loyalty, vulnerability or lack of experience. CAP code 5.2 (is this one law)
•  Children must not be made to feel inferior or unpopular for not buying the advertised product. CAP code 5.2.1
•  Children must not be made to feel that they are lacking in courage, duty or loyalty if they do not buy or do not
encourage others to buy a product. CAP code 5.2.2
•  Adult permission must be obtained before children are committed to buying complex or costly products.
CAP code 5.2.4
•  Marketing communications addressed to or targeted directly at children must not exaggerate what is attainable
by an ordinary child using the product being marketed. CAP code 5.3.1
•  Marketing communication directed to children should be clearly distinguishable to them as such. ICC Article 18
•  Children can be vulnerable to advertising that is not clearly marked as such, for example advertising which
appears to be editorial content. Advertising can also exploit children through their lack of experience and
maturity. Home Office Best Practice
•  Marketing communications must not falsely claim or imply that the marketer is acting as a consumer or for
purposes outside its trade, business, craft or profession; marketing communications must make clear their
commercial intent, if that is not obvious from the context. DMA 2.3
Making sense of the rules - disruption
•  Marketing communications addressed to children must not actively
encourage children to make a nuisance of themselves to parents or others
and must not undermine parental authority. CAP 5.4.1
•  Marketing communications addressed to or targeted directly at children must not include a direct exhortation to
children to buy an advertised product or persuade their parents or other adults to buy an advertised product for
them. CAP 5.4.2
•  Marketing communications that contain a direct exhortation to buy a product via a direct-response mechanism
must not be directly targeted at children CAP 5.5 2010
•  Promotions addressed to or targeted directly at children must make clear that adult permission is required if a
prize or an incentive might cause conflict between a child’s desire and a parent’s, or other adult’s, authority
CAP 5.6.1 2010
•  Prices should not be presented in such a way as to lead children and young people to an unrealistic
perception of the cost or value of the product. ICC Article 18
•  Marketing communication should not imply that the product being promoted is immediately within the reach of
every family budget. ICC Article 18
Making sense of the rules - disruption
•  Marketing communications addressed to children must not actively
encourage children to make a nuisance of themselves to parents or others
and must not undermine parental authority. CAP 5.4.1
•  Marketing communications addressed to or targeted directly at children must not include a direct exhortation to
children to buy an advertised product or persuade their parents or other adults to buy an advertised product for
them. CAP 5.4.2
•  Marketing communications that contain a direct exhortation to buy a product via a direct-response mechanism
must not be directly targeted at children CAP 5.5 2010
•  Promotions addressed to or targeted directly at children must make clear that adult permission is required if a
prize or an incentive might cause conflict between a child’s desire and a parent’s, or other adult’s, authority
CAP 5.6.1 2010
•  Prices should not be presented in such a way as to lead children and young people to an unrealistic
perception of the cost or value of the product. ICC Article 18
•  Marketing communication should not imply that the product being promoted is immediately within the reach of
every family budget. ICC Article 18
Making sense of the rules - data
•  Marketers must not knowingly collect from children under 12 personal
information about those children for marketing purposes without first
obtaining the consent of the child’s parent or guardian. CAP 10.15 2010
•  Marketers must not knowingly collect personal information about other people from children under 16.
CAP 10.16 2010
•  Risks to children may arise from the misuse of their personal data. Children may willingly provide personal
information without being aware of the implications , for example, in order to enter competitions, and this
information can be open to misuse. Home Office Best Practice
•  Websites should be careful about including photos, contact or other details, which together could serve to
make children identifiable and contactable. Home Office Best Practice
•  Websites that collect information from children must have stronger safeguards in place to make sure any
processing is fair. . . The language of the explanation should be clear and appropriate to the age group the
website is aimed at. “If you ask a child to provide personal information you need consent from a parent or
guardian, unless it is reasonable to believe the child clearly understands what is involved and they are capable
of making an informed decision.” UK Data Protection Act 1998
The good the bad and the ugly
36Introduction to Fuse Digital
37Introduction to Fuse Digital
38Introduction to Fuse Digital
39Introduction to Fuse Digital
40Introduction to Fuse Digital
41Introduction to Fuse Digital
42Introduction to Fuse Digital
43Introduction to Fuse Digital
44Introduction to Fuse Digital
45Introduction to Fuse Digital
46Introduction to Fuse Digital
47Introduction to Fuse Digital
48Introduction to Fuse Digital
49Introduction to Fuse Digital
50Introduction to Fuse Digital
51Introduction to Fuse Digital
52Introduction to Fuse Digital
53Introduction to Fuse Digital
54Introduction to Fuse Digital
55Introduction to Fuse Digital
56Introduction to Fuse Digital
57Introduction to Fuse Digital
58Introduction to Fuse Digital
59Introduction to Fuse Digital
60Introduction to Fuse Digital
61Introduction to Fuse Digital
62Introduction to Fuse Digital
63Introduction to Fuse Digital
64Introduction to Fuse Digital
65Introduction to Fuse Digital
66Introduction to Fuse Digital
67Introduction to Fuse Digital
68Introduction to Fuse Digital
69Introduction to Fuse Digital
70Introduction to Fuse Digital
71Introduction to Fuse Digital
72Introduction to Fuse Digital
73Introduction to Fuse Digital
74Introduction to Fuse Digital
75Introduction to Fuse Digital
76Introduction to Fuse Digital
77Introduction to Fuse Digital
78Introduction to Fuse Digital
79Introduction to Fuse Digital
80Introduction to Fuse Digital
81Introduction to Fuse Digital
82Introduction to Fuse Digital
More ‘good’ case studies
Opportunities
Opportunities
Things to remember
remember the four d’s, follow the spirit of guidelines and self-regulation
be creative, be unique, have a big idea, stand out!
be relevant, be interactive, be involving
provide enjoyable content that has a real value
generate true advocacy in the earned space
Thank you

Más contenido relacionado

Destacado

Effects of television on children
Effects of television on childrenEffects of television on children
Effects of television on children
bjchinadoll
 
Negative Effects Of Television On Children
Negative Effects Of Television On ChildrenNegative Effects Of Television On Children
Negative Effects Of Television On Children
guest10029d4f
 

Destacado (10)

The Affects of Television on Children
The Affects of Television on ChildrenThe Affects of Television on Children
The Affects of Television on Children
 
Effects of Tv Violence On Children
Effects of Tv Violence On ChildrenEffects of Tv Violence On Children
Effects of Tv Violence On Children
 
Television Industry PowerPoint
Television Industry PowerPointTelevision Industry PowerPoint
Television Industry PowerPoint
 
Effects of television on children
Effects of television on childrenEffects of television on children
Effects of television on children
 
The Effects of Violence on Tv
The Effects of Violence on TvThe Effects of Violence on Tv
The Effects of Violence on Tv
 
Negative Effects Of Television On Children
Negative Effects Of Television On ChildrenNegative Effects Of Television On Children
Negative Effects Of Television On Children
 
Television Signal Transmission & Propagation
Television Signal Transmission & PropagationTelevision Signal Transmission & Propagation
Television Signal Transmission & Propagation
 
Safer Children in a Digital World: a summary for children and young people
Safer Children in a Digital World: a summary for children and young peopleSafer Children in a Digital World: a summary for children and young people
Safer Children in a Digital World: a summary for children and young people
 
Under the Influence
Under the InfluenceUnder the Influence
Under the Influence
 
9 Ways to Raise Globally-Minded Children at Home
9 Ways to Raise Globally-Minded Children at Home9 Ways to Raise Globally-Minded Children at Home
9 Ways to Raise Globally-Minded Children at Home
 

Similar a Ethical and effective online engagement with young people and families

Advertising standards authority
Advertising standards authorityAdvertising standards authority
Advertising standards authority
Amy Shaw
 
ADVERTISING
ADVERTISINGADVERTISING
ADVERTISING
deep90
 
Doing things the right way
Doing things the right wayDoing things the right way
Doing things the right way
Harriet Clarke
 
49079079 advertising-ethics-ppt
49079079 advertising-ethics-ppt49079079 advertising-ethics-ppt
49079079 advertising-ethics-ppt
Nitika
 
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
CMG
 
Social and ethical aspects of advertisements
Social and ethical aspects of advertisementsSocial and ethical aspects of advertisements
Social and ethical aspects of advertisements
Ishita Godha
 
Asa ad check-bq1test
Asa ad check-bq1testAsa ad check-bq1test
Asa ad check-bq1test
Priscilla56
 
Issues of advertising in Pakistan
Issues of advertising in Pakistan Issues of advertising in Pakistan
Issues of advertising in Pakistan
3077750
 
ASA-advertising standards authority powerpoint
ASA-advertising standards authority powerpointASA-advertising standards authority powerpoint
ASA-advertising standards authority powerpoint
Ellie Watson
 

Similar a Ethical and effective online engagement with young people and families (20)

Marketing ethics and societal marketing concept
Marketing ethics and societal marketing conceptMarketing ethics and societal marketing concept
Marketing ethics and societal marketing concept
 
Ethics and societal marketing concept
Ethics and societal marketing conceptEthics and societal marketing concept
Ethics and societal marketing concept
 
Unit ii ethics in mktng,adv & hrm
Unit ii ethics in mktng,adv & hrmUnit ii ethics in mktng,adv & hrm
Unit ii ethics in mktng,adv & hrm
 
Advertising standards authority
Advertising standards authorityAdvertising standards authority
Advertising standards authority
 
Governance in e commerce
Governance in e commerceGovernance in e commerce
Governance in e commerce
 
Advertising to Children
Advertising to ChildrenAdvertising to Children
Advertising to Children
 
ADVERTISING
ADVERTISINGADVERTISING
ADVERTISING
 
Doing things the right way
Doing things the right wayDoing things the right way
Doing things the right way
 
49079079 advertising-ethics-ppt
49079079 advertising-ethics-ppt49079079 advertising-ethics-ppt
49079079 advertising-ethics-ppt
 
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
 
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
[ReadyPulse Webinar] How to Target Your Teen Consumer: Responsible Digital Ma...
 
Social and ethical aspects of advertisements
Social and ethical aspects of advertisementsSocial and ethical aspects of advertisements
Social and ethical aspects of advertisements
 
Asa ad check-bq1test
Asa ad check-bq1testAsa ad check-bq1test
Asa ad check-bq1test
 
Session ethics
Session  ethicsSession  ethics
Session ethics
 
Deceptive advertisement and consumer behavior (E Commerce)
Deceptive advertisement and consumer behavior  (E Commerce)Deceptive advertisement and consumer behavior  (E Commerce)
Deceptive advertisement and consumer behavior (E Commerce)
 
Digital Marketing
Digital MarketingDigital Marketing
Digital Marketing
 
Ethics and Social Responsibility
Ethics and Social ResponsibilityEthics and Social Responsibility
Ethics and Social Responsibility
 
Issues of advertising in Pakistan
Issues of advertising in Pakistan Issues of advertising in Pakistan
Issues of advertising in Pakistan
 
Ethic in advertisement
Ethic in advertisementEthic in advertisement
Ethic in advertisement
 
ASA-advertising standards authority powerpoint
ASA-advertising standards authority powerpointASA-advertising standards authority powerpoint
ASA-advertising standards authority powerpoint
 

Último

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
kauryashika82
 
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdfMaking and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
heathfieldcps1
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
QucHHunhnh
 
Gardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch LetterGardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch Letter
MateoGardella
 
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptxSeal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
negromaestrong
 

Último (20)

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
 
SECOND SEMESTER TOPIC COVERAGE SY 2023-2024 Trends, Networks, and Critical Th...
SECOND SEMESTER TOPIC COVERAGE SY 2023-2024 Trends, Networks, and Critical Th...SECOND SEMESTER TOPIC COVERAGE SY 2023-2024 Trends, Networks, and Critical Th...
SECOND SEMESTER TOPIC COVERAGE SY 2023-2024 Trends, Networks, and Critical Th...
 
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptxINDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
 
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
 
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdfMaking and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
 
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptxUnit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
 
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activity
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writingfourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writing
 
Gardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch LetterGardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch Letter
 
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptxSeal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
 

Ethical and effective online engagement with young people and families

  • 1. Ethical and effective online engagement with young people and families
  • 5. About today… •  The current digital environment •  The good, the bad and the ugly •  Opportunities •  Things to remember
  • 6. The current digital environment
  • 15. The digital footprint of a young consumer •  80% of children (7-16) use the Internet at home and 40% have their own computer •  90% of young people (11-16) have their own mobile phone •  A large majority 87% also own a games console •  Time online is heavily dominated by communities, chat, games and entertainment •  Most of these sites are commercially owned (with the exception of the BBC) Source: The Buckingham Report
  • 16. The digital footprint of a young consumer Source: ICT at the School and in the home: efficiency, inclusion and digital skills
  • 17. The digital footprint of a young consumer •  78% interactive whiteboard coverage in UK (US = 28%, worldwide = 7%) •  80% of all UK schools e-enabled by 2014 •  80% of teachers positive toward ICT (KS1, KS2, KS3 and KS4) •  83% (86%,80% primary,secondary) use technology in lessons for creative purposes •  76% (76%,68% primary,secondary) use technology in lessons for problem solving Source: Harnessing Technology for Next Generation Learning, Becta
  • 18. The digital footprint of a young consumer Source: ICT at the School and in the home: efficiency, inclusion and digital skills
  • 25. Further issues… •  No fixed definition of a child •  Current guidance can’t keep up with rate of change •  Blurring of geographical boundaries
  • 26. What can we do about this? •  Follow the spirit of the guidelines throughout all communications
  • 27. Making sense of the rules •  Marketing communications addressed to children must contain nothing that is likely to result in their physical, mental or moral harm. CAP code 5.1 •  Children must not be encouraged to enter strange places or talk to strangers. CAP code 5.1.1 •  Products unsuitable for children or young people should not be advertised in media targeted to them, and advertisements directed to children or young people should not be inserted in media where the editorial matter is unsuitable for them. ICC Article 18 •  Websites specifically aimed at children should ensure that content on their site is suitable for their audience. Sites should ensure that they offer navigation which does not lead younger users from content which is suitable for them e.g. on a general portal’s home page, directly to content which is clearly unsuitable. Home Office Best Practice •  Users of children’s sites should be clearly informed when they are about to move to third party content. Home Office Best Practice •  Message and bulletin boards aimed at children may wish to pre-moderate all user-generated content so that all material is seen and checked before it is published; and provision of a post-moderated service if the service is aimed at older children where messages will be removed by a moderator once published, if the posts are clearly in breach of house rules. Home Office Best Practice
  • 29. Making sense of the rules - damage •  Marketing communications addressed to children must contain nothing that is likely to result in their physical, mental or moral harm. CAP code 5.1 •  Children must not be encouraged to enter strange places or talk to strangers. CAP code 5.1.1 •  Products unsuitable for children or young people should not be advertised in media targeted to them, and advertisements directed to children or young people should not be inserted in media where the editorial matter is unsuitable for them. ICC Article 18 •  Websites specifically aimed at children should ensure that content on their site is suitable for their audience. Sites should ensure that they offer navigation which does not lead younger users from content which is suitable for them e.g. on a general portal’s home page, directly to content which is clearly unsuitable. Home Office Best Practice •  Users of children’s sites should be clearly informed when they are about to move to third party content. Home Office Best Practice •  Message and bulletin boards aimed at children may wish to pre-moderate all user-generated content so that all material is seen and checked before it is published; and provision of a post-moderated service if the service is aimed at older children where messages will be removed by a moderator once published, if the posts are clearly in breach of house rules. Home Office Best Practice
  • 30. Making sense of the rules - deception •  Marketing communications addressed to children must not exploit their credulity, loyalty, vulnerability or lack of experience. CAP code 5.2 (is this one law) •  Children must not be made to feel inferior or unpopular for not buying the advertised product. CAP code 5.2.1 •  Children must not be made to feel that they are lacking in courage, duty or loyalty if they do not buy or do not encourage others to buy a product. CAP code 5.2.2 •  Adult permission must be obtained before children are committed to buying complex or costly products. CAP code 5.2.4 •  Marketing communications addressed to or targeted directly at children must not exaggerate what is attainable by an ordinary child using the product being marketed. CAP code 5.3.1 •  Marketing communication directed to children should be clearly distinguishable to them as such. ICC Article 18 •  Children can be vulnerable to advertising that is not clearly marked as such, for example advertising which appears to be editorial content. Advertising can also exploit children through their lack of experience and maturity. Home Office Best Practice •  Marketing communications must not falsely claim or imply that the marketer is acting as a consumer or for purposes outside its trade, business, craft or profession; marketing communications must make clear their commercial intent, if that is not obvious from the context. DMA 2.3
  • 31. Making sense of the rules - deception •  Marketing communications addressed to children must not exploit their credulity, loyalty, vulnerability or lack of experience. CAP code 5.2 (is this one law) •  Children must not be made to feel inferior or unpopular for not buying the advertised product. CAP code 5.2.1 •  Children must not be made to feel that they are lacking in courage, duty or loyalty if they do not buy or do not encourage others to buy a product. CAP code 5.2.2 •  Adult permission must be obtained before children are committed to buying complex or costly products. CAP code 5.2.4 •  Marketing communications addressed to or targeted directly at children must not exaggerate what is attainable by an ordinary child using the product being marketed. CAP code 5.3.1 •  Marketing communication directed to children should be clearly distinguishable to them as such. ICC Article 18 •  Children can be vulnerable to advertising that is not clearly marked as such, for example advertising which appears to be editorial content. Advertising can also exploit children through their lack of experience and maturity. Home Office Best Practice •  Marketing communications must not falsely claim or imply that the marketer is acting as a consumer or for purposes outside its trade, business, craft or profession; marketing communications must make clear their commercial intent, if that is not obvious from the context. DMA 2.3
  • 32. Making sense of the rules - disruption •  Marketing communications addressed to children must not actively encourage children to make a nuisance of themselves to parents or others and must not undermine parental authority. CAP 5.4.1 •  Marketing communications addressed to or targeted directly at children must not include a direct exhortation to children to buy an advertised product or persuade their parents or other adults to buy an advertised product for them. CAP 5.4.2 •  Marketing communications that contain a direct exhortation to buy a product via a direct-response mechanism must not be directly targeted at children CAP 5.5 2010 •  Promotions addressed to or targeted directly at children must make clear that adult permission is required if a prize or an incentive might cause conflict between a child’s desire and a parent’s, or other adult’s, authority CAP 5.6.1 2010 •  Prices should not be presented in such a way as to lead children and young people to an unrealistic perception of the cost or value of the product. ICC Article 18 •  Marketing communication should not imply that the product being promoted is immediately within the reach of every family budget. ICC Article 18
  • 33. Making sense of the rules - disruption •  Marketing communications addressed to children must not actively encourage children to make a nuisance of themselves to parents or others and must not undermine parental authority. CAP 5.4.1 •  Marketing communications addressed to or targeted directly at children must not include a direct exhortation to children to buy an advertised product or persuade their parents or other adults to buy an advertised product for them. CAP 5.4.2 •  Marketing communications that contain a direct exhortation to buy a product via a direct-response mechanism must not be directly targeted at children CAP 5.5 2010 •  Promotions addressed to or targeted directly at children must make clear that adult permission is required if a prize or an incentive might cause conflict between a child’s desire and a parent’s, or other adult’s, authority CAP 5.6.1 2010 •  Prices should not be presented in such a way as to lead children and young people to an unrealistic perception of the cost or value of the product. ICC Article 18 •  Marketing communication should not imply that the product being promoted is immediately within the reach of every family budget. ICC Article 18
  • 34. Making sense of the rules - data •  Marketers must not knowingly collect from children under 12 personal information about those children for marketing purposes without first obtaining the consent of the child’s parent or guardian. CAP 10.15 2010 •  Marketers must not knowingly collect personal information about other people from children under 16. CAP 10.16 2010 •  Risks to children may arise from the misuse of their personal data. Children may willingly provide personal information without being aware of the implications , for example, in order to enter competitions, and this information can be open to misuse. Home Office Best Practice •  Websites should be careful about including photos, contact or other details, which together could serve to make children identifiable and contactable. Home Office Best Practice •  Websites that collect information from children must have stronger safeguards in place to make sure any processing is fair. . . The language of the explanation should be clear and appropriate to the age group the website is aimed at. “If you ask a child to provide personal information you need consent from a parent or guardian, unless it is reasonable to believe the child clearly understands what is involved and they are capable of making an informed decision.” UK Data Protection Act 1998
  • 35.
  • 36. The good the bad and the ugly
  • 87.
  • 88.
  • 90. remember the four d’s, follow the spirit of guidelines and self-regulation
  • 91. be creative, be unique, have a big idea, stand out!
  • 92. be relevant, be interactive, be involving
  • 93. provide enjoyable content that has a real value
  • 94. generate true advocacy in the earned space
  • 95.