| About the study |
|
xvii | |
| About the authors and contributors |
|
xix | |
| BRANDchild updated at DualBook.com |
|
xxiii | |
| Foreword |
|
xxv | |
| Acknowledgements |
|
xxvii | |
|
|
|
1 | (24) |
|
|
|
1 | (14) |
|
|
|
15 | (8) |
|
|
|
15 | (1) |
|
|
|
16 | (1) |
|
|
|
16 | (1) |
|
|
|
16 | (7) |
|
|
|
23 | (1) |
|
|
|
24 | (1) |
|
|
|
25 | (20) |
|
|
|
26 | (3) |
|
|
|
29 | (4) |
|
|
|
30 | (1) |
|
|
|
31 | (2) |
|
|
|
33 | (1) |
|
|
|
34 | (1) |
|
|
|
35 | (2) |
|
|
|
37 | (2) |
|
|
|
39 | (1) |
|
|
|
40 | (1) |
|
|
|
41 | (1) |
|
|
|
42 | (1) |
|
|
|
43 | (2) |
|
3 Bonded to brands: the transition years |
|
|
|
|
|
45 | (26) |
|
|
|
45 | (3) |
|
|
|
45 | (1) |
|
|
|
46 | (1) |
|
|
|
46 | (1) |
|
|
|
46 | (1) |
|
|
|
47 | (1) |
|
|
|
47 | (1) |
|
Forming the bond between tweens and brands |
|
|
48 | (2) |
|
Real brand loyalty needs strong foundation |
|
|
48 | (1) |
|
|
|
49 | (1) |
|
|
|
49 | (1) |
|
|
|
49 | (1) |
|
|
|
49 | (1) |
|
|
|
50 | (1) |
|
The power of brands transcends generations |
|
|
50 | (5) |
|
Peer pressure helps undermine tween loyalty |
|
|
52 | (2) |
|
The glass is not 40 per cent empty, it's 60 per cent full |
|
|
54 | (1) |
|
Tapping into the power of tween advocacy |
|
|
55 | (2) |
|
Tapping into future loyalty |
|
|
57 | (3) |
|
Exploring tweens' relationships with adult brands |
|
|
57 | (1) |
|
Tweens do bond with grown-up brands |
|
|
58 | (1) |
|
Presence creates potential |
|
|
59 | (1) |
|
|
|
60 | (5) |
|
|
|
61 | (2) |
|
Television is still the focus of attention |
|
|
63 | (1) |
|
Why television advertising is still so important |
|
|
64 | (1) |
|
Tweens are just like us, only more so |
|
|
65 | (1) |
|
|
|
66 | (1) |
|
|
|
67 | (11) |
|
|
|
68 | (1) |
|
|
|
68 | (3) |
|
|
|
71 | (20) |
|
Beliefs versus dreams versus aspirations |
|
|
71 | (1) |
|
|
|
72 | (3) |
|
|
|
75 | (1) |
|
|
|
76 | (2) |
|
Tweens are inspired by tweens, who are inspired by tweens... |
|
|
78 | (2) |
|
|
|
79 | (1) |
|
The search for the true tween aspiration |
|
|
80 | (2) |
|
|
|
82 | (5) |
|
|
|
83 | (1) |
|
|
|
83 | (1) |
|
Building trust among a skeptical audience |
|
|
84 | (3) |
|
|
|
87 | (1) |
|
|
|
88 | (3) |
|
|
|
91 | (20) |
|
Building the sensory experience |
|
|
92 | (1) |
|
Licensing is more than just spreading the news |
|
|
92 | (1) |
|
|
|
93 | (1) |
|
|
|
94 | (1) |
|
|
|
95 | (1) |
|
|
|
96 | (1) |
|
Sound + Sight + Smell + Taste + Touch = Brand |
|
|
97 | (10) |
|
|
|
98 | (2) |
|
|
|
100 | (1) |
|
Real image versus illustration |
|
|
101 | (1) |
|
|
|
102 | (2) |
|
|
|
104 | (2) |
|
|
|
106 | (1) |
|
|
|
107 | (1) |
|
|
|
107 | (1) |
|
|
|
108 | (3) |
|
6 How do tweens feel about brands? |
|
|
|
|
|
111 | (10) |
|
|
|
111 | (1) |
|
How passionately do tweens feel about different types of brand experience? |
|
|
112 | (5) |
|
'Personal' brands are as important to tweens as 'for profit' brands |
|
|
116 | (1) |
|
Relationship with corporate brands |
|
|
117 | (2) |
|
|
|
119 | (2) |
|
|
|
121 | (16) |
|
|
|
122 | (1) |
|
|
|
122 | (3) |
|
|
|
123 | (2) |
|
Mainstream has become substream |
|
|
125 | (1) |
|
The similarity is that there is no similarity |
|
|
125 | (1) |
|
|
|
125 | (3) |
|
|
|
125 | (1) |
|
|
|
126 | (1) |
|
|
|
127 | (1) |
|
|
|
127 | (1) |
|
Branding is all about personality |
|
|
128 | (2) |
|
Every brand is a human brand |
|
|
130 | (1) |
|
|
|
130 | (5) |
|
|
|
131 | (1) |
|
|
|
131 | (1) |
|
|
|
132 | (1) |
|
Crossing the 'fine' line... |
|
|
133 | (2) |
|
|
|
135 | (1) |
|
|
|
136 | (1) |
|
|
|
137 | (20) |
|
Using peer-to-peer marketing to build brands |
|
|
138 | (17) |
|
|
|
139 | (1) |
|
|
|
139 | (1) |
|
|
|
139 | (1) |
|
|
|
139 | (1) |
|
2. Map the behaviour of the community |
|
|
141 | (1) |
|
3. Identify alternative distribution channels |
|
|
142 | (1) |
|
4. Identify the leaders of the community |
|
|
143 | (1) |
|
5. Build a peer-to-peer marketing programs around the leaders |
|
|
144 | (1) |
|
6. Place tweens in the centre - not the brand |
|
|
146 | (1) |
|
7. Support the community with unique initiatives |
|
|
147 | (1) |
|
8. Develop viral marketing tools enabling the tweens to market for you |
|
|
151 | (1) |
|
9. Let the outside world know about the community success |
|
|
152 | (2) |
|
10. Spread the brand to audiences outside the community |
|
|
154 | (1) |
|
|
|
155 | (1) |
|
|
|
156 | (1) |
|
|
|
157 | |
|
Welcome to a new tween reality |
|
|
157 | (3) |
|
EverQuest: you are in our world now |
|
|
158 | (2) |
|
The day the virtual world became visible on the map |
|
|
160 | (1) |
|
Creating a new tween identity |
|
|
160 | (3) |
|
The game is to survive - in the real world |
|
|
161 | (1) |
|
The intrusion of real dollars |
|
|
161 | (1) |
|
Closer and closer to reality |
|
|
162 | (1) |
|
Virtual clicks-and-mortar |
|
|
163 | (1) |
|
Marketing in many virtual worlds |
|
|
163 | (6) |
|
|
|
163 | (1) |
|
Welcome to the world of virtual branding |
|
|
164 | (1) |
|
The true fusion of clicks with bricks |
|
|
165 | (1) |
|
The 'dual' personality of tweens |
|
|
165 | (2) |
|
|
|
167 | (1) |
|
Targeting the mercurial personality |
|
|
167 | (1) |
|
The tools are there, but they still aren't good enough |
|
|
168 | (1) |
|
Eight guidelines for targeting tweens |
|
|
169 | (12) |
|
One target group description is never enough |
|
|
169 | (1) |
|
|
|
170 | (1) |
|
|
|
171 | (1) |
|
Creating synergy across channels |
|
|
172 | (1) |
|
|
|
172 | (1) |
|
Building virtual brands in virtual worlds |
|
|
173 | (2) |
|
|
|
175 | (1) |
|
Adapting your language to fit the audience |
|
|
175 | (1) |
|
|
|
175 | (1) |
|
Speeding up the evolution of TweenSpeak |
|
|
176 | (1) |
|
Preparing your message for new channels |
|
|
177 | (2) |
|
The future is all about branding everything - including language |
|
|
179 | (1) |
|
|
|
179 | (1) |
|
|
|
179 | (1) |
|
What's your brand's language? |
|
|
180 | (1) |
|
|
|
181 | (1) |
|
|
|
181 | (1) |
|
|
|
182 | (3) |
| 10 Personalized brands build strong businesses |
|
|
|
|
185 | (9) |
|
Kids help to design an interactive retail concept |
|
|
186 | (1) |
|
What's the Build-a-Bear experience? |
|
|
186 | (2) |
|
Built-in upselling and cross-selling |
|
|
188 | (1) |
|
|
|
188 | (1) |
|
|
|
188 | (1) |
|
Recruiting store associates |
|
|
189 | (1) |
|
Keep the honey flowing and the buzz alive |
|
|
189 | (1) |
|
Staying attuned to customers |
|
|
190 | (1) |
|
|
|
190 | (3) |
| 11 Santa's nightmare |
|
193 | (16) |
|
|
|
194 | (1) |
|
The death of toys as we knew them |
|
|
195 | (1) |
|
|
|
195 | (11) |
|
|
|
197 | (1) |
|
|
|
197 | (3) |
|
Constantly seeking confirmation |
|
|
200 | (1) |
|
Quick to adopt, quick to reject |
|
|
200 | (1) |
|
Hate to be sold and love to be respected |
|
|
201 | (2) |
|
Broader in scope, shallow in detail |
|
|
203 | (1) |
|
|
|
203 | (1) |
|
|
|
204 | (2) |
|
Where does all this leave the tweens...and us? |
|
|
206 | (1) |
|
|
|
207 | (1) |
|
|
|
208 | (1) |
| 12 The essence of being a child Yun Mi Antorini |
|
209 | (6) |
|
Targeting children to build a brand |
|
|
210 | (3) |
|
Things are about to change |
|
|
211 | (1) |
|
Brand power to the people |
|
|
211 | (1) |
|
To win children, you've gotta have children |
|
|
212 | (1) |
|
|
|
213 | (2) |
| 13 Pump up the volume |
|
215 | (18) |
|
|
|
216 | (2) |
|
|
|
217 | (1) |
|
Where does the money come from? |
|
|
217 | (1) |
|
360-degree tween branding |
|
|
218 | (10) |
|
A day in the life of a tween |
|
|
219 | (1) |
|
|
|
219 | (1) |
|
|
|
219 | (1) |
|
The edutainment excursion |
|
|
220 | (1) |
|
|
|
221 | (1) |
|
|
|
221 | (1) |
|
Meeting the cyber friends |
|
|
222 | (1) |
|
Spinning a web with Spider-Man |
|
|
222 | (1) |
|
|
|
223 | (1) |
|
|
|
223 | (1) |
|
|
|
224 | (1) |
|
|
|
225 | (1) |
|
Classic product placement |
|
|
225 | (1) |
|
|
|
226 | (1) |
|
Bricks-and-mortar advertainment |
|
|
227 | (1) |
|
|
|
228 | (1) |
|
|
|
228 | (2) |
|
|
|
229 | (1) |
|
|
|
230 | (1) |
|
|
|
231 | (2) |
| 14 Superchannels |
|
233 | (16) |
|
Welcome to the brave new world of media players |
|
|
234 | (1) |
|
The next generation of media planning |
|
|
235 | (10) |
|
The future is all about brand alliances |
|
|
236 | (1) |
|
|
|
237 | (1) |
|
A 'real' world, 24 hours a day... in fairyland |
|
|
238 | (7) |
|
Turn the consumer's problems to your advantage |
|
|
245 | (1) |
|
|
|
245 | (1) |
|
|
|
245 | (1) |
|
|
|
246 | (3) |
| 15 Kidzbiz |
|
249 | (32) |
|
|
|
250 | (29) |
|
Growing big and staying big |
|
|
252 | (2) |
|
Categorizing brand trends |
|
|
254 | (1) |
|
|
|
255 | (1) |
|
|
|
256 | (1) |
|
|
|
256 | (1) |
|
|
|
257 | (1) |
|
|
|
257 | (1) |
|
|
|
257 | (1) |
|
|
|
258 | (1) |
|
|
|
259 | (1) |
|
|
|
259 | (1) |
|
1. Emotions are driving tweens - and so are brands |
|
|
260 | (1) |
|
2. Brand consistency: in search of solid connections |
|
|
262 | (1) |
|
3. Product innovation: justifying the brand value to tweens |
|
|
265 | (1) |
|
4. Price management: tweens are prepared to pay the price |
|
|
266 | (1) |
|
5. Portfolio management: tweens don't buy products, they buy brand solutions |
|
|
267 | (1) |
|
6. Channel optimization: at any time, tweens are using any channel |
|
|
269 | (1) |
|
7. Perception management: reading the tween mind |
|
|
271 | (1) |
|
8. Brand flexibility: no-one can predict what tweens will be like in two years |
|
|
273 | (1) |
|
9. Brand interaction: monologue is out, brand dialogue is in |
|
|
274 | (3) |
|
10. Leadership: tweens deal only with the leader of the pack |
|
|
277 | (1) |
|
|
|
277 | (2) |
|
|
|
279 | (1) |
|
|
|
280 | (1) |
| 16 Tweens take to hats |
|
|
|
|
281 | (9) |
|
Where did you get your lid? |
|
|
281 | (1) |
|
The Lids customer experience |
|
|
282 | (1) |
|
Encouraging repeat buying behaviour |
|
|
283 | (1) |
|
Early pioneer of the integrated clicks-and-bricks experience |
|
|
284 | (2) |
|
Supporting non-credit card buyers |
|
|
285 | (1) |
|
The melon meter: getting a good fit on the Web |
|
|
285 | (1) |
|
Make the entire inventory available online |
|
|
285 | (1) |
|
Delivering a seamless clicks-and-bricks experience |
|
|
286 | (1) |
|
Overzealous retail expansion led to a merger with HatWorld |
|
|
286 | (1) |
|
Giving customers the ability to design their own hats |
|
|
287 | (1) |
|
|
|
287 | (2) |
| 17 Calling kids |
|
289 | (22) |
|
|
|
289 | (1) |
|
|
|
290 | (15) |
|
Watch your brand radar carefully |
|
|
290 | (1) |
|
|
|
291 | (1) |
|
|
|
291 | (2) |
|
|
|
293 | (2) |
|
|
|
295 | (1) |
|
Invent your own sub-channel |
|
|
295 | (1) |
|
Reviewing product placement |
|
|
296 | (1) |
|
|
|
296 | (2) |
|
|
|
298 | (1) |
|
|
|
299 | (1) |
|
Today's tween hero: the brand! |
|
|
299 | (1) |
|
Change the operating hours |
|
|
300 | (1) |
|
|
|
301 | (2) |
|
|
|
303 | (1) |
|
Involve them in your plans |
|
|
303 | (1) |
|
|
|
304 | (1) |
|
The dramatic shift in marketing planning |
|
|
305 | (2) |
|
Interactive marketing planning |
|
|
305 | (1) |
|
|
|
306 | (1) |
|
|
|
307 | (1) |
|
|
|
308 | (3) |
| Appendix 1: The BRANDchild research: the world's most extensive study of tween attitudes and brand relationships |
|
311 | (4) |
| Appendix 2: Code of ethics |
|
315 | (2) |
| Index |
|
317 | |
Shopping Cart
