Quebec Competencies Chart - Passport to the Internet

Author: MediaSmarts
Level: Secondary Cycle One
Subject Area: English Language Arts, Moral Education

Description: This interactive tutorial helps students develop the critical thinking skills they need to apply to their online experiences by enabling them to use popular online tools and Web sites in a secure and ethical manner, and to their full potential. Using simulations of the most popular Internet environments, this interactive resource teaches students about online safety, authenticating online information, recognizing online marketing ploys, protecting their privacy, managing online relationships and dealing with cyberbullying. The accompanying Teacher’s Guide features detailed instructions, backgrounders, and classroom activities and handouts. Passport to the Internet is a licensed resource, available as a stand-alone program or as a component of MediaSmarts Web Awareness Workshop Series.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgment
  • To adopt effective work methods
  • To use information and communications technologies for learning purposes
  • To work with others
  • To communicate appropriately
  • Media Literacy
  • Environmental Awareness and Consumer Rights
  • Health and Well-Being
  • Citizenship and Community Life

This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:

Competency Two: Represents his/her literacy in various media

Text, Audience, Producer

Textual Features, Codes and Conventions

  • Interprets media texts:
    • Identifies functions of media discourse: to entertain, to persuade, to promote, to inform
    • Confirms, by talking with peers and teacher, that a media text can contain more than one message
    • Identifies and discusses some of the ways in which pictures, illustrations, symbols and images enhance the message

Audience and Producer

  • Explores self as individual member of audience (use, personal biases, prior experiences) and as part of a larger target audience
  • Compares:
    • Own responses, reactions and consumption of media texts with those of peers and other age groups
  • Examines how media target specific audiences:
    • Identifies ways that different familiar audiences use the media
    • Identifies and generalizes aspects of familiar audiences
    • Explores how the structures and features of texts shape meaning for an audience
  • Discusses characteristics of producer:
    • Identifies connections made by producers between media texts, e.g. references to Disney in fast-food commercials
    • Identifies aspects of media industry related to marketing and promotion

Competency Three: Reads and listens to written, spoken and media texts

Reader’s Stance: Constructing a Reading of a Text

  • Focuses on the world of the text to construct an aesthetic reading of text
  • Focuses on making sense of information in a text to construct an efferent reading, e.g. reads print and visual information with the intention of remembering details/examples and/or of following instructions, rereads to verify meaning(s) s/he is making, relates to personal experience and prior knowledge
  • Focuses on the relationship between own world and world of the text to construct an interpretive reading, e.g. elaborates on story world or information in text, connects literature or nonfiction to life experience(s), recognizes familiar textual features, codes and conventions that confirm own meaning(s)/message(s)

Reading Strategies: Text Grammars (Structures, Features, Codes and Conventions)

  • Constructs meaning(s)/message(s) by reinvesting her/his knowledge of the text as social construct, i.e. language-in-use:
    • Draws on cues in familiar structures, features, codes and conventions to make sense of texts
    • Identifies connotation and denotation of words, images and their referents
  • Applies contextual understanding when meaning breaks down:– Socio-cultural: draws on understanding of values and beliefs to make sense of incidents, events or message(s)

Reader, Text, Context: Interpreting Texts

  • Interprets the text for a familiar audience by drawing associations between own world of personal experiences and knowledge and the world of the text by considering:
    • Features, codes and conventions of known text types/genres,
  • With guidance, examines text in its literary and/or socio-cultural context:
    • Identifies features, codes and conventions used to achieve a recognized social purpose and/or function and/or effect and impact on self as reader, e.g. in a popular television commercial, in a humorous text
  • Communicates interpretation(s) of a text in an individual voice, referring to prior experience, own reading profile and understanding of texts as social constructs:
    • Expresses own interpretation(s) with clarity, openness and confidence

Other subject-specific programs

Ethics and Religious Culture

Reflects on ethical questions

Analyzes a situation from an ethical point of view

  • Describes a situation and puts it into context
  • Formulates a related ethical question
  • Compares points of view
  • Explains tensions or conflicting values
  • Compares the situation with similar situations
  • Compares his/her analysis of the situation with that of his/her classmates

Examines a variety of cultural, moral, religious, scientific or social references

  • Finds the main references present in different points of view
  • Looks for the role and the meaning of these references
  • Considers other references
  • Compares the meaning of the main references in different contexts

Evaluates options or possible actions

  • Suggests options or possible actions
  • Studies the effects of these options or actions on oneself, others or the situation
  • Chooses options or actions that foster community life
  • Reflects on the factors that influenced these choices