The Spotify Problem
We have a few smartphone rules in our house: no phones after 9:30 p.m., no phones at the dinner table or other family events, and no phones in bedrooms.
We have a few smartphone rules in our house: no phones after 9:30 p.m., no phones at the dinner table or other family events, and no phones in bedrooms.
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.
Kids today are using screens more, earlier, and on a wider variety of devices than ever before, and more and more parents are seeking help in taking control of their children’s screen time.
In this lesson students explore the commercial and ethical issues surrounding the reporting of crime in televised newscasts.
Level: Grade K to 3
About the author: Matthew Johnson, Director of Education, MediaSmarts
Duration: 10-15 minutes per activity
This lesson is part of USE, UNDERSTAND & ENGAGE: A Digital Media Literacy Framework for Canadian Schools.
Overview
This lesson helps students understand the different perceptions of the police force portrayed in the media. Students will learn about the differences between the constructed reality of media and law enforcement in real life and then create their television “cop shows” that provide a more accurate picture of policing.
We’re living in a strange and uncertain time. Already, as parents, we’re feeling our way to the right set of rules and guidelines for screens and social media. But now that we’re facing an extended time of quarantine and social distancing, the rules are bending and changing every day.