In this section, you can find...
Minimize screen use, especially for the youngest children:
In this lesson, students use mind maps to explore concepts of “respect” and “consent” in an online context. They consider a wide range of scenarios that shed light on different aspects of consent relating to digital media and draw on those to create a detailed definition. Finally, students create an “explainer” video in which they illustrate one of the aspects of consent.
Framed around key concepts of media literacy, the Facing Online Hate tutorial examines how the Internet is used to spread and incite hate, how radicalization occurs, and how youth encounter hate online both through traditional hate sites and “cultures of hatred”. The tutorial also provides strategies for building critical thinking skills in young people to help them understand the nature of online hate, how they may be targets and how to respond appropriately when bias, stereotyping and hatred are encountered online.
Developed in partnership with CIRA, this interactive quiz is designed to increase students’ knowledge of the cyber security risks they face every day.
The Responding to Online Hate guide assists law enforcement personnel, community groups and educators in recognizing and countering hateful content on the Internet – especially as it pertains to youth.
This lesson introduces students to the concept of bias or slant, in newspapers and in television newscasts.
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.
To introduce students to the organizations, codes and guidelines that govern the broadcasting industry in Canada and to familiarize them with the regulatory process that exists to deal with complaints and issues within the industry.
How can we help young people develop affective empathy? The best approach depends on how old they are. Children begin to understand empathy as toddlers, but at this stage they are so completely “in the moment” that the best approach is to watch out for situations where we can model and talk about empathy with them. When a child does something or witnesses something that makes somebody feel sad, quietly explain to them how and why it made them feel that way. (It can be valuable to do this with other emotions, such as fear and happiness, as well.)
Like it or not, if you use the Internet you have an online identity. Some people call this your “brand.” What’s a brand? Think about a brand of soft drink, or computer, or jeans, or a band or a sports team. You probably have a certain idea about each one – what it’s like, who buys it, and so on.
In this lesson Buy Nothing Day is used as a jumping-off point to look at the role of consumerism in our lives and culture.
In this lesson, students examine the visual codes used on television and in movies through an exploration of various camera techniques. Students begin with a discussion about camera-subject distance, and review various film techniques that are used to create visual meaning.
In this lesson, students will learn about the concept of branded content and will learn to differentiate between branded images and videos and non-branded images and videos in online and offline contexts through a series of questions and discussions.