Many curricular expectations in Newfoundland and Labrador Religious Education courses relate to media and digital literacy. The following excerpts from Ethics and Philosophy 2101 (2010) detail how media and digital literacy have been integrated into the curriculum:
With news, more than perhaps any other kind of source, it’s important follow both steps in the information sorting process: companion reading first, to find out if a source is worth paying attention to, then close reading to make sure you’re getting the whole story.
No longer relegated to the realms of innuendo and secrecy, today we see a wide range of gender identities and sexual orientations represented on television and in mainstream film alongside cisgender people. 2SLGBTQ+ (two-spirit, lesbian, gay, bi-sexual, trans, queer and gender and sexually diverse communities) people see their reflections on screen in a wide variety of roles. And yet, there remain many challenges.
I can look at the media and see people from my group widely represented as heroes, role models, leaders, news anchors, television hosts, and experts.
Cyberbullying can be addressed under civil law or criminal law, based on the situation.
Internationally, a wide range of legislation has been developed in order to manage and protect individual’s personal information. Canada’s public and private sector are governed separately in terms of privacy protection.
Health and science reporting is influenced both by economic norms (the conditions and constraints in which journalists do their jobs) and journalistic norms, such as objectivity and balance.[1] Both of these have an impact on how reporting on these topics is done.
Journalism is guided by a set of norms that reflect its aspirational role in society, though these norms are constantly debated and challenged. There are standard practices that guide how the industry works.