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.
To counteract the structural biases and sensationalist tropes that currently dominate crime coverage, newsrooms must deliberately shift their practices toward accountability, context and the humanization of those affected. Improving crime reporting requires journalists to articulate a new journalistic purpose and prioritize structural analysis over episodic details.
The podcast industry has seen remarkable growth, with the number of active podcast programs climbing from 550,000 to 750,000 between 2018 and 2019. More than a third of anglophones in Canada listen to podcasts, and just over a quarter of francophones.
Canada’s Broadcasting Act, last amended in 1991, outlines industry guidelines for portrayal of diversity.
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.
Many curricular expectations in Saskatchewan Practical and Applied Arts courses relate to media and digital literacy. The following excerpt from Practical and Applied Arts Handbook (2006) details how media and digital literacy have been integrated into the curriculum:
Spam, online scams and frauds, identity theft and issues related to online purchases are a serious issue in the online world. Navigating the Web while avoiding these threats can be a challenging task.