Media Portrayals of Persons with Disabilites: Solutions
Media producers have recognized that they must make efforts to better represent persons with disabilities.
Media producers have recognized that they must make efforts to better represent persons with disabilities.
Christian religions form the largest religious group in Canada today, with more than 70 per cent of the population identifying with a Christian denomination. The widespread popularity of Christianity in Canada, however, does not mean that media treatment of Christianity is always accurate or informed.
Safer Internet Day is an annual event, held this year on February 9th, which is observed in nations around the world. This year's theme is “Think Before You Click.” Here are some MNet resources that teachers and parents can use to children and youth adopt ethical and responsible online habits...
Persons with disabilities might best be described, in the media at least, as an invisible minority: though a large segment of the population has a physical or mental disability they have been almost entirely absent from the mass media until recent years. Moreover, when persons with disabilities appear they almost always do so in stereotyped roles.
Part of stereotyping is the attitude that all members of a particular group are the same, or else fall into a very small number of types. This is particularly true in the few cases where persons with a disability appear in media
In this lesson, students consider the positive aspects of video games as well as the ways in which games may take time away from other activities they enjoy. Students are introduced to the idea of balancing game and screen time with other parts of their lives and learn about the reasons why they may be tempted to spend more time playing games or find it difficult to stop playing. They then keep a diary of their game play (or another screen activity if they do not play video games) that prompts them to reflect on their gaming habits. Partway through that process, they are introduced to techniques that will help them moderate their game play and deal with the difficulties they may feel reducing game time. Finally, students reflect on the experience and develop a plan to make their game play more mindful.
In this lesson students develop an awareness of the ways in which public perceptions regarding young people have been affected by media portrayals of youth violence and youth crime.
In this lesson, students are introduced to the privacy principles that inform the Alberta and BC Personal Information Protection Acts, Québec’s An Act Respecting the Protection of Personal Information in the Private Sector and the students’ federal Personal Information Protection and Electronic Documents Act (PIPEDA) relating to personal information collection online. They learn ways to find out what personal information may or has been collected by platforms that they use, how to limit data collection about themselves, and the various forms of recourse that are available to them if they feel an organization is not respecting their rights.
In this lesson, students consider the importance of the written and unwritten rules that make it possible to learn and play together, online and offline.
The Workshop facilitator guide has been developed to support facilitators who are presenting the Break the Fake, and includes background information about the workshop, advice on preparing and presenting the workshop, a supporting script, Frequently Asked Questions and handouts for participants.