The purpose of the Learning Strategies open elective credit is to help students “gain transferable skills and strategies that will enhance and increase their school engagement…”[1]
There are five key areas pertaining to the course:
In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle One,
The Newfoundland career education curriculum includes expectations that incorporate media education themes. The curriculum document Career Development Intermediate (2012) includes a section that demonstrates the complementary relationship between media literacy and career education:
Given the high likelihood that youth are going to come across or seek out online pornography at one point or another, not to mention the many messages they receive about sex through other media, it’s important that parents take an active role in their kids’ internet use and start talking to them about healthy relationships and sexuality at early ages to help them contextualize and make decisions about what they’re seeing online.
One of the reasons why teens turn to shortcuts, such as judging a claim based on the reliability or apparent authenticity of the person making it, or turning to peers and influencers over trusted expert sources, is that they simply encounter too much information to deal with. To overcome this, we need to learn information sorting: how to quickly tell whether or not a source is even worth our attention before considering it.
Today's definition of literacy is more than reading and writing. In order to be functionally literate in our media-saturated world, children and young people—in fact, all of us—have to be able to read the messages that daily inform us, entertain us and sell to us. Media literacy education, therefore, must begin long before children become print literate to prepare them to critically engage with the media they consume.
In Ontario, media components are included in the English as a Second Language curriculum in the Social-Cultural Competence and Media Literacy strand. The document English as a Second Language and English Literacy Development (2007) identifies four overall expectations in this strand:
Indigenous education is the overarching incorporation of indigenous perspectives across Manitoba’s curriculum. Many curricular expectations in Manitoba Aboriginal Language and Studies courses relate to media and digital literacy. The following excerpt from Current Topics in First Nations, Metis and Inuit Studies (2011) detail how media and digital literacy have been integrated into the curriculum: