Mathematics
The Prince Edward Island Mathematics curriculum includes curriculum expectations relating to recognizing and correcting for bias and the portrayal of probability and statistics in media.
The Prince Edward Island Mathematics curriculum includes curriculum expectations relating to recognizing and correcting for bias and the portrayal of probability and statistics in media.
In the Prince Edward Island Health Education Framework, media literacy outcomes are included under the broader categories of Self; Safety and Emergency, Nutrition; Healthy Body; Social Relationships and Decisions About Drugs. Prince Edward Island is currently creating a new Health curriculum.
In the working guide Journey On: Working Toward Communication and Information Technology Literacy, media-related outcomes are integrated throughout the curriculum.
According to this document:
The Atlantic Provinces technology education curriculum includes expectations that incorporate digital and media education themes. The curriculum document Foundation for the Atlantic Canada Technology Education Curriculum includes a section that demonstrates the complementary relationship between digital and media literacy and technology education:
The focus of this curriculum is the development of students’ technological literacy, capability, and responsibility (International Technology Education Association, 1996).
There have been four main approaches to integrating digital media literacy into the curriculum.[1] The first, infusion, makes digital media literacy an integrated part of the inquiry process. The second, integration, makes digital and/or media into its own, separate subject, or gives it a prominent place within an existing subject: media literacy was first brought into the Ontario curriculum in Ontario following this approach in 1989 as one of the four strands of English Language Arts, on a par (at least in theory) with Reading, Writing and Listening.[2] The third, cross-curricular competencies, identifies digital media literacy competencies as “not something to be added to the literacy curriculum, but a lens for learning that it is an integral part of all classroom practice”[3]; and the last, dispersion, locates them within various grades and subjects without any overall design.[4]
Media speaks volumes about what is important in a society. What we see in media can have an impact on how we see other groups and how we see ourselves.
2SLGBTQ+ people have been involved in producing their own media for as long as alternative media has existed, but with the advent of the electronic age and cheaper and more accessible electronic devices for production, there has been an explosion of 2SLGBTQ+-produced media of all kinds. The following section explores the ways that 2SLGBTQ+ people have sought to claim space for themselves within media and culture.
When discussing media representation of various groups, especially those we consider marginalized, stereotypes are often a primary concern. But sometimes, breaking a stereotype doesn’t go quite far enough, and the issue can be a little more complicated than merely determining whether or not a character is represented in a positive or negative way. The section that follows explores different approaches to queer content by analyzing various ways that popular media have used characterized LGBTQ people.
In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle Three,