In this section, you can find...
Data Defenders is an interactive game that teaches children and pre-teens the concept of personal information and its economic value, and introduces them to ways to manage and protect their personal information on the websites and apps they enjoy
Making Your Voice Heard: A Media Toolkit for Youth is designed to help young people understand how the news industry works, why youth stereotyping happens and how they can access media to get positive youth voices and stories heard.
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.)
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.
Students are introduced to Internet search skills through researching a personal hero. By focusing on the early parts of the research process, students learn to select well-defined topics, ask relevant research questions and select effective keywords. Students then present the information they have found to their classmates in the form of a media product.
In this lesson, students discuss “viral” photos, videos and news stories that spread via social media. They are shown how challenging it is to authenticate these using only their content and are introduced to tools and techniques for gauging their accuracy based on context, with an eye towards making wise and responsible decisions about whether or not to forward them to their friends and family.
In this lesson students are introduced to the concept of «avatars» and share their experiences creating and playing avatars in video games and virtual worlds. They then create avatars using a program that is intentionally limited in terms of available body types and gender markers, first creating an avatar of their own gender and then of the opposite gender, and then discuss the program and relate it to representations of gender and body image in games and virtual worlds and in other media. Students then create avatars using a much more flexible version of the program and compare that experience to the more limited version. Finally, students use the more versatile program to create avatars that represent how they see themselves and how they would like others to see them online and reflect on the choices that went into creating them.
In this lesson, students are introduced to the idea that “hot” emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people. Students then read scenarios that portray two sides of an online conflict and consider how to resolve them, using their discussion to build a list of tools for emotional management and conflict resolution online. Finally, students create a media product that explains and reminds them of one of those tools.
In this lesson, students consider how we come to hold values and how they affect our behaviour, especially online. They begin by comparing their assumptions about how common positive and negative online behaviours are with accurate statistics, and then consider how believing that something is more or less common than it really is can affect whether or not we think it’s acceptable. The teacher then uses a fable to introduce students to the ways that values can be communicated both overtly and implicitly and students discuss the ways in which their values have been communicated to them. They then turn specifically to the online context and consider what values they have learned about online behaviour and how they learned them. Finally, students consider scenarios that examine ethical questions online and role-play ways of resolving them.
In this three-day unit, students assess media coverage of natural disasters and their aftermath. Students explore how sensationalism plays a role in determining what is newsworthy, and how that can distort our perception of issues in developing nations.
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.