This section comprises a curricular overview (below), as well as information about professional development for media education, and about Saskatchewan's provincial media education association, Media Literacy Saskatchewan (MLS), in the left menu.
There have been four main approaches to integrating digital media literacy into the curriculum.[1] The first, infusion, makes digital media literacy an integrated part of the inquiry process. The second, integration, makes digital and/or media into its own, separate subject, or gives it a prominent place within an existing subject: media literacy was first brought into the Ontario curriculum in Ontario following this approach in 1989 as one of the four strands of English Language Arts, on a par (at least in theory) with Reading, Writing and Listening.[2] The third, cross-curricular competencies, identifies digital media literacy competencies as “not something to be added to the literacy curriculum, but a lens for learning that it is an integral part of all classroom practice”[3]; and the last, dispersion, locates them within various grades and subjects without any overall design.[4]
There are two main strategies for addressing online hate and cultures of hatred in the classroom: teaching youth to recognize and deconstruct it, and empowering them to intervene by answering back to it.
This section comprises a curricular overview, as well as curriculum charts for Grades K-12 that feature media education outcomes in the Manitoba curriculum, with links to supporting MediaSmarts resources and lessons.
This section comprises a curricular overview (below), as well as information about professional development for media education, and about Nova Scotia's provincial media education association, Media Literacy Nova Scotia (MLNS) in the left menu.
USE, UNDERSTAND & ENGAGE provides a road map for teaching digital media literacy skills in Canadian schools. The framework draws on nine framework topics of digital media literacy and provides teachers with supporting lessons and interactive resources that are linked to curriculum outcomes for every province and territory.
In the 19th century, Métis leader Louis Riel reportedly predicted: “My people will sleep for one hundred years. When they awaken, it will be the artists who give them back their spirit.” Most Indigenous groups in Canada have relied on the oral tradition to convey an idea, message or value.
Television is an inescapable part of modern culture. We depend on TV for entertainment, news, education, culture, weather, sports—and even music, since the advent of music videos.
Research shows that only a third of parents have discussed gambling with their children, perhaps because parents are generally unaware of their kids’ participation in these sorts of activities. It’s important to talk about it, though: research has found that family members' views about gambling are a major influence on how likely youth are to gamble.
"Given the opportunity, young people do care about issues relating to the harnessing and use of their information online. They want to know what information is being taken from them, and why. They want companies to be more open about how data is being used."