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on Cultural Economics |
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Issue of 2022‒08‒29
three papers chosen by Roberto Zanola Università degli Studi del Piemonte Orientale |
| By: | Demont, Matty; Britwum, Kofi |
| Keywords: | Research Methods/Statistical Methods, Marketing, Institutional and Behavioral Economics |
| Date: | 2022–08 |
| URL: | http://d.repec.org/n?u=RePEc:ags:aaea22:322366&r= |
| By: | Daniel Levy (Bar-Ilan University); Avichai Snir |
| Abstract: | TRecent studies in psychology and neuroscience offer systematic evidence that fictional works exert a surprisingly strong influence on readers and have the power to shape their opinions and worldviews. Building on these findings, we study ‘Potterian economics’, the economic ideas, insights, and structure, found in Harry Potter books, to assess how the books might affect economic literacy. A conservative estimate suggests that more than 7.3% of the world’s population has read the Harry Potter books, and millions more have seen their movie adaptations. These extraordinary figures underscore the importance of the messages the books convey. We explore the Potterian economic model and compare it to professional economic models to assess the consistency of the Potterian economic principles with the existing economic models. We find that some of the principles of Potterian economics are consistent with economists’ models. Many other principles, however, are distorted and contain numerous inaccuracies, contradicting professional economists’ views and insights. We conclude that Potterian economics can teach us about the formation and dissemination of folk economics—the intuitive notions of naïve individuals who see market transactions as a zero-sum game, who care about distribution but fail to understand incentives and efficiency, and who think of prices as allocating wealth but not resources or their efficient use. |
| Keywords: | Economic and Financial Literacy; Folk Economics; Political Economy; Public Choice; Social Organization of Economic Activity; Harry Potter; Potterian Economy, Potterian Economics; Popular Opinion |
| JEL: | A13 A20 D72 D73 H00 H11 I20 P16 P48 Z11 |
| Date: | 2022–08 |
| URL: | http://d.repec.org/n?u=RePEc:biu:wpaper:2022-06&r= |
| By: | Jordan Hill |
| Abstract: | The digital environment offers opportunities that can enrich children’s physical and mental well-being. Yet, false and misleading digital content, including disinformation and misinformation, is a risk. It can deepen political polarisation, erode public trust in democratic institutions and threaten public health. Media literacy is part of a suite of policies countries are using to maximise digital opportunities and minimise digital risks. This paper has four parts. First, it outlines current research and definitions relating to false and misleading digital content and looks at children's behaviour in the digital environment. Second, the concepts of media literacy, digital literacy and other relevant competencies are discussed. Third, research on children’s experiences of false and misleading digital content and their perceived levels of digital media literacy is analysed. Finally, policies and practices which deliver media literacy are discussed. Research limitations and other barriers, such as teacher training, are described. |
| Date: | 2022–08–02 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:275-en&r= |