Media literacy key concepts Lesson 4: Media have commercial implications
In this lesson, students watch a video introducing the media literacy key concept that media have commercial implications.

In this lesson, students watch a video introducing the media literacy key concept that media have commercial implications.

In this lesson, students watch a video introducing the media literacy key concept that audiences negotiate meaning.

In this lesson, students compare print and TV ads for the same product and discuss the advantages and disadvantages of each medium to communicate a particular message. The class then brainstorms a public service message and discusses which medium would be a better way to communicate it and why.

This November 3-7, thousands of students, educators, parents and community organizations will join MediaSmarts and the Canadian Teachers’ Federation (CTF) in marking Canada’s 9th annual Media Literacy Week.

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. Students then consider scenarios where different values may be in conflict and consider ways of resolving them, then develop their own moral dilemma scenarios.

Ottawa, ON (Sept 30, 2014) – MediaSmarts is pleased to announce that the Prince Edward Island Department of Education and Early Childhood Development has licensed its series of digital literacy resources for all teachers and classrooms in the province.

In this lesson, students learn why the alcohol industry needs replacement (new) drinkers and how it exploits the needs and desires of young people in order to foster brand loyalty.

TV, music and movies have been a central part of young people’s lives for generations, and the Internet has only intensified that by delivering all of those directly to our homes – legally and illegally.

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As we grow, we pass through distinct stages of moral development in which our ethical thinking is based on different principles: the desire to avoid punishment (Stage I) and the desire to obtain rewards (Stage II), which are then followed by a wish to fit in and conform in order please others (Stage III) and a duty to follow rules, laws and social codes (Stage IV). Last comes the sense of participating in a social contract (Stage V) and, finally, a morality that looks to universal ethical principles of justice and the equality and dignity of all people (Stage VI).