- Very high levels of screen time are connected to poor mental well-being
- Very low levels are as well
- There’s a large middle ground with no direct connection to well-being 
The Digital Literacy Training Program for Canadian Educators workshop provides an overview of essential digital literacy skills and key concepts of media and digital literacy, familiarizes participants with the digital experiences of Canadian youth, and introduces the resources and tools that are available through MediaSmarts’ USE, UNDERSTAND & CREATE digital literacy framework.
Did you know that almost a quarter of adults have shared a false news story, and that we’re least likely to fact-check news and other things that come to us through people we know and trust on social networks (even though for many people these are their most common sources of news)?
Educate your kids about advertising and how marketers target young people
“Digital technology can have both positive and negative effects on child well-being, depending on the activity and how much time is spent.”
“Screen time” is important…but not as important as what kids do with their screens:
Being well-informed – and being careful to only share good information – are essential parts of being an active citizen in a democracy. It’s important to think before you share political information with family and friends – especially during an election.
Intended for girls in grades 7-9, Half Girl, Half Face explores many of the online image issues teenage girls may encounter when they use digital media – particularly social networks.
The Respecting Yourself and Others Online workshop was created to provide tweens and young teens with strategies and knowledge that will help them respect themselves, respect others and respect the space when using social media.
Somewhat surprisingly, it’s not only struggling students who plagiarize: indeed, it may be students who are under pressure to achieve who are more likely to engage in the subtler (and harder to detect) forms of plagiarism1. Researchers have identified three situations where this is most likely: when students are under pressure (such as when work must be done with a tight deadline, or a work is particularly important for their grades); when students are not interested in the work; and when students feel that the assignment is unfair to the point where they have no hope of success without cheating2.
Racial stereotypes abound on television, and children’s programming is no exception. The turban-wearing bad guy, the brainy Asian, and the Black basketball whiz are just a few of the stereotypes reinforced in children’s cartoons, films and TV shows. Spotting these stereotypes is often difficult for children; to them, the tomahawk-wielding Indian or the Asian karate expert is a familiar, easily-understood and often funny character. So how do you help children understand these images for what they are – oversimplified, generalizations?