The New Brunswick Science curriculum connects with digital and media literacy through attitudes "that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society and the environment." Relevant expectations are found in the attitudes of Appreciation of Science, Interest in Science, and Scientific Inquiry.
Strands in the Technological Education curriculum
The overall and specific expectations for each course in the technological education curriculum are typically organized in three distinct but related strands. The strands are Fundamentals; Skills; Technology, the Environment, and Society; and Professional Practice and Career Opportunities.
The Grade Eleven and Twelve curriculum document Technological Educationincludes information on how media literacy is relevant to the content of these courses:
The Ontario social sciences curriculum includes expectations that incorporate media education themes. The curriculum document: Social Sciences and Humanities (2013) includes a section that demonstrates the complementary relationship between the critical thinking approach of media education and social sciences:
In the Nova Scotia Health Education curriculum, media literacy outcomes are included under the general outcomes requiring students to think critically and make informed decisions to enhance health of self, those around oneself, and to demonstrate within a global context and effective communication and interpersonal skills that facilitate positive relationships between themselves and the world.
In fact, half of us pay more attention to who shared a story with us than where it originally came from.
We know that young people are accessing explicit content online. We know less about how this exposure is impacting their attitudes and behaviours. If kids are finding accurate and good quality information about sexual health or healthy relationships, that’s a positive thing. However, if the bulk of their exposure is to pornography, then they may be receiving distorted messages about relationships and sexual behaviour.
In the Newfoundland and Labrador Health Education Framework, media literacy outcomes can be found in General Curriculum Outcome 1(Students will demonstrate an understanding of the aspects of their health and the issues and challenges which impact health and well-being) and General Curriculum Outcome 2 (Students will demonstrate the capability/ability to use skills, resources, and processes to create conditions and take actions that promote their health and that of the family) as well as many specific curriculum expectations.
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."
Television is one of the most prevalent media influences in kids' lives. According to the 2011 Active Healthy Kids Report Card on Physical Activity for Children and Youth, Canadian youth ages 6-19 average about six hours of screen time per day, with TV programs (watched on a variety of different screens) accounting for much of this time. [1]