Many curricular expectations in B.C. Social Studies courses relate to media and digital literacy. The core historical and geographical thinking concepts include a consideration for evidence, perspectives, and ethics, all of which are required for teaching students to be digitally literate citizens. Thus, media and digital literacy skills and concepts can be found in many of the Big Ideas, Curricular Competencies and specific course content.
In Alberta, the following strands in the Mathematics curriculum have connections to digital and media literacy:
K-9:
10-12:
In the Nova Scotia Science curriculum, digital and media literacy expectations fall under the general curriculum outcome of Science, Technology, Society and the Environment (STSE). These include "the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions" and " attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment."
Because social media makes us all broadcasters, we have a responsibility not just to avoid sharing misinformation but to take action when people in our network share it.
Media components are found in all three goals of the Saskatchewan Arts Education curriculum: Creative/Productive, Critical/Responsive strand and Cultural/Historical.
In the Nova Scotia child studies curriculum, media literacy outcomes are included under the general outcomes requiring students to integrate knowledge, skills and practise required by caregivers to influence the welfare of children; explain the importance of providing healthy food choices for children; and explore how children develop and learn through daily experiences.
The British Columbia Science curriculum has a number of expectations relating to digital and media literacy, primarily in connection with recognizing and correcting for bias, testing hypotheses, and using digital media for scientific investigation.
Canada’s Broadcasting Act, last amended in 1991, outlines industry guidelines for portrayal of diversity.
In the Northwest Territories Health Education, media literacy outcomes for are included under the broader categories of Mental and Emotional Well Being; Nutrition; Safety; Responsibilty; Family Life; and Alcohol and Other Drugs.
In the Newfoundland English as a second language curriculum, media literacy outcomes are included under the general outcomes requiring students to: