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.
Our discussion paper Mapping Digital Literacy Policy and Practice in the Canadian Landscape draws on policy and curriculum documents from across the country to synthesize key concepts and best practices in current digital literacy education. The discussion paper was made possible by financial contributions from Google Canada.
British Columbia’s Digital Literacy Framework, introduced in 2015, defines digital literacy as “the interest, attitude and ability of individuals to use digital technology and communication tools appropriately to access, manage, integrate, analyze and evaluate information, construct new knowledge, and create and communicate with others.” It is divided into Research and Information Literacy; Critical Thinking, Problem Solving, and Decision Making; Creativity and Innovation; Digital Citizenship; Communication and Collaboration; and Technology Operations and Concepts, and provides targets in e
Career and Technology Foundations
Career and Technology Studies (CTS) is a complementary program designed for Alberta's secondary school students.
The Manitoba Curriculum Framework of Outcomes for Music 9-12 (2014) identifies four essential learning areas:
Making (M-M) The learner develops understanding of and facility with language and practices for making music.
Creating (M-CR) The learner generates, develops, and communicates ideas for creating music.
Connecting (M-C) The learner develops understandings about the significance of music by connecting music to diverse contexts.
An important goal of the Manitoba Visual Arts curriculum to is the help students “mature into visually and artistically literate adults able to enjoy, participate fully in, and think critically about and within the evolving visual culture that surrounds and exerts influence in their lives.” As a result, digital media literacy expectations are found throughout the curriculum at all grade levels.
The Manitoba Ministry of Education defines Career Development in this way:
The new realities of the contemporary workplace and the contemporary worker have changed our perception and use of the concept of career. Career development is now viewed as complex and multidimensional, involving growing through life and work - an interweaving of learning, experiencing, living, working, changing, and identifying and discovering pathways. Thus career development can be seen as the creation of an individual's life/work designs.
According to the document Career Education 9, “The Career Education curriculum is designed to develop the competencies required by all people to successfully manage their work and life.” Media and digital literacy skills and mostly found in the Change and Growth strand.
According to the Nova Scotia Department of Education document “Film and Video Production 12” (2003), “Film and Video Production is one of a group of innovative multidisciplinary course options that… draw from and contribute to students’ knowledge and skills in more than one discipline. Students synthesize and apply knowledge and skills acquired in other courses, including courses in English language arts, social studies, sciences, visual and performing arts, mathematics and technology… Film and Video Production 12 curriculum provides opportunities for students to deepen their understanding of the role of the arts in their community and the economy.”