Outcome Chart – Nova Scotia – Communications 12
The Communications 12 course has the same Overall and Specific Expectations as the English Language Arts course, but is “different in terms of pace, scope, emphases and resources.”
These differences include:
Outcome Chart – Nova Scotia – English 12: African Heritage
The English 12: African Heritage course has the same Overall and Specific Expectations as the English Language Arts course “while encompassing the experience, study, and appreciation of language, literature, media, and communication from an African heritage perspective.”
These differences include:
Ontario Digital Media Literacy Textbooks
MediaSmarts has developed four online multimedia textbooks to support the Ontario curriculum for Language 1-8 and English 9. These freely available textbooks are designed to give educators flexibility in meeting both the Overall Expectation relating to Digital Media Literacy (A2) but also related Overall and Specific Expectations in the A, C and D strands, including Critical Thinking in Texts; Creating Drafts; and Publishing, Presenting and Reflecting.
Building Better Tech Habits
The Building Better Tech Habits workshop offers parents and guardians actionable strategies for managing screen time, with a focus on the understanding that digital well-being solutions are not one-size-fits-all. The workshop addresses both the opportunities and challenges that digital technology presents to youth and adults alike, and provides a comprehensive and informed perspective on digital well-being.
What do our kids use their devices for the most?
There’s no denying that being online can have negative effects, for adults and children. At the same time, we are living in a digital age where being online has become threaded into our everyday lives with various effects, some positive and some not so much.
Reading Media
In this lesson, students are introduced to the idea of “reading media” through a medium’s rules of notice and the maker’s framing choices of what to include and what to emphasize. After a modeled and then guided introduction to these ideas, students analyze a work to identify how it uses rules of notice and framing and consider what meaning these choices communicate.
Networked News: Understanding and Curating Your Digital News Feed
In this lesson, students will focus on how to understand and actively curate their digital news feeds to counteract the tendency for algorithms or single viewpoints to create a distorted perception of reality. Students begin by defining "news" as a genre and distinguishing its essential elements and tropes from related sub-genres like opinion and documentary. They then do a news audit to analyze their current habits, then learn to verify the reliability of both mainstream and independent journalists. The lesson ends with an independent assignment where they create a persuasive presentation to advocate for a reliable news source to their peers.
Ads That Don’t Look Like Ads
In this lesson, students learn what makes something an ad and how to distinguish advertisements from reviews, focusing on the key concepts of genre, tropes, bias, disclosure, and framing. Students begin by viewing and analyzing a video to prompt critical questions about the creator’s intent and visual style, then delve into the advertising genre by learning about its essential elements, like the presence of a product and brand. Students examine the differences between the “ad” and “review” genre and also use companion reading skills to evaluate the reliability and potential bias of a source by searching for undisclosed "brand deal" or "sponsored" content. Finally, students create two media pieces about the same product—one crafted as a persuasive ad and the other as an honest review—to demonstrate their ability to apply the genre elements and tropes learned throughout the lesson.
Outcome Chart – Saskatchewan – Financial Literacy 10
Outcome:
FL10.1: Explore how value systems, social factors, personal experiences and cultural backgrounds can influence financial decision-making.
Indicators:
(c) Explore how social influences and personal experiences shape one’s attitudes toward financial decision-making.
(f) Discuss how community and societal norms (e.g., expectations regarding gender roles) influence the financial well-being of self, family and community.