Quebec Competencies Chart - Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)

Author: MediaSmarts
Level: Elementary Cycles Two and Three
Subject Area: English Language Arts, Media Literacy, Health and Well-Being

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 MNet’s Web Awareness Workshop Series.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To adopt effective work methods
  • To use information and communications technologies for learning purposes
  • To construct his/her identity
  • To communicate appropriately
  • Media Literacy
  • Health and Well-Being

 

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

Competency 1: To Read and Listen to Literary, Popular and Information-Based Texts

Essential Knowledges:

  • Uses prior knowledge and personal experience of the content of a text
  • Use of pictures and other graphic representations to interpret texts
  • Makes connections to prior knowledge or to other texts
  • Uses different reading strategies according to the text type
  • Moves beyond the initial response through:
    • Responses to texts in a variety of ways that include talking, writing, the Arts, Media
    • Early attempts to explain own views of a text
    • Support for own views with references to the text in small and large group discussions
    • Discussions of structures and features of text and their impact on the reader
    • Discussion of the structures and features of a text and their influence on the meaning of a text
  • Sees a text as a construction through:
    • Identification of some of the ways in which information is presented in popular and information-based texts
  • Understands the influence of familiar structures and features on the meaning of text through:
    • Identification of some structures and features of familiar text types
  • Begins to identify the view of the world presented in a text through:
    • Making of inferences, when prompted, about the view of the world presented by the text
  • Recognizes self as a member of a reading audience


Competency 3: To Represent Her/His Literacy in Different Media

Essential Knowledges:

  • Uses a repertoire of strategies to unlock messages/meanings in various media texts:
    • Use own questions in order to predict and confirm
    • Draw on prior experience with familiar media texts to understand how they are constructed
    • Rereads/looks again in order to clarify and extend understanding of a text
  • Uses structures and features of texts:
    • Compare structures and features of familiar media texts
    • Uses visual texts to communicate information in group productions of media texts
    • Locates similar structures and features in media texts (i.e. a movie and a poster)
    • Uses familiar structures and features to respond to and produce media texts
    • Applies her/his understanding of the structures and features of a range of familiar (media) texts to unlock their messages/meanings
  • Makes meaning of a media text by:
    • drawing on prior knowledge
    • making connections to own experiences
    • returning to text
    • considering some of the functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
    • Using structures and features of the medium and text type in order to clarify meaning and explain her/his response, in collaboration with peers
    • Responding to messages on the computer
  • Consider some of the functions of the media through:
    • Recognizing and naming of familiar media: television, radio, film, magazine, video, Internet, CD-ROM, children’s magazines
    • Identifying her/his understanding of the messages/meanings of familiar media texts
    • Looking at some functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
    • Locating texts that entertain and inform by searching the Internet
    • Describing some of the features of media texts, with content aimed at viewers of the same age and younger, that entertain, inform and promote
  • Understands that texts are social and cultural products through:
    • Own response and responses of others:
      • Compares own response with those of peers in order to support and enrich own understanding
      • Explores, with guidance, some of the structures and features for communicating and presenting information in age-appropriate popular and information-based media texts
      • Explores how the structures and features of texts shape meaning for audience