In this lesson students are introduced to the key media literacy concept that media are constructions that re-present reality and consider how representations of crime in news and entertainment media may influence how we perceive members of particular groups.
In this lesson students consider the meaning of the words “bias” and “prejudice” and consider how bias may be found even at the level of individual words due to connotation.
In this lesson students consider how well their favourite TV shows, movies and video games reflect the diversity of Canadian society.
In this lesson students consider diversity representation in video games by identifying examples of diversity in the games they play, comparing their findings to statistics on diversity in the Canadian population.
In this lesson students learn about the history of blackface and other examples of majority-group actors playing minority-group characters such as White actors playing Asian and Aboriginal characters and non-disabled actors playing disabled characters.
Sexting is most likely to have negative consequences when the person sending the sext has been pressured into doing it.
It is natural for adolescents to be curious about sex: MediaSmarts’ research suggests that one in ten grades 7- 11 students use the Internet to look for information about sexuality. Forty percent of boys look for pornography online, with 28% looking for it daily or weekly. The problem with pornography is that it is an unhealthy response to a healthy concern.
Framed around key concepts of media literacy, the That’s Not Me tutorial examines how entertainment and news media represent diversity and the impact these media portrayals can have on the value we place on individuals and groups in society. The tutorial explores how the media industry is changing to better reflect Canadian society and provides strategies for challenging negative representations and engaging young people in advocating for more realistic and positive media portrayals.
Recent research has shown that not all youth are equally at risk online, nor are all online activities equally risky. Rather, there are certain characteristics and online activities that could be considered risk markers – indications that someone is likely to take risks online and fall victim to online sexual solicitation. Many of these markers are the same as those used in the identification of at-risk youth; in general, the same youth are at risk online as offline.