There is a common misconception that youth are not concerned with privacy. On the contrary, though, there is significant evidence to suggest that privacy is a major concern among youth, particularly when it comes to their actions online.  As a result of this concern, young Canadians have developed a wide range of techniques to resist surveillance or negotiate their own privacy.
The word surveillance comes from the French verb “surveiller”, which, when translated, means “to watch over”.  Sociologist and surveillance scholar David Lyon defines surveillance as “any collection and processing of personal data, whether identifiable or not, for the purposes of influencing or managing those whose data have been garnered”.  Increasingly, information gathering and surveillance technologies are becoming more and more common as part of everyday life and routines. 
This interactive tutorial teaches students the critical thinking skills they need to apply to their online experiences, including online safety, authenticating online information, recognizing online marketing ploys, protecting their privacy, managing online relationships and dealing with cyberbullying.
This interactive narrated tutorial teaches students about the benefits and drawbacks of sharing information online. Students give their opinion about what the characters in the story should do about their privacy dilemmas, from posting photos to buying music online, and they receive feedback on their responses as the story unfolds.
Many preschoolers are already active computer users. According to a 2012 Ofcom report, one-third of children ages 3-4 access the Internet using a computer, while a 2011 survey by Common Sense Media found that roughly the same number have used mobile devices such as smartphones and tablets. While children at this age have a limited attention span for online activities, Internet images and sounds can stimulate their imaginations and add to their experiences.
In this lesson, students discuss their experiences playing free online games and then learn the costs of these “free” games in the form of paying with money, sharing personal information or providing attention to advertising or branded content. Students then learn a variety of techniques for mitigating the risks and drawbacks of online games and communicate their learning by describing one of these techniques in video-game terms.