Many curricular expectations in B.C. Social Studies courses relate to media and digital literacy. The core historical and geographical thinking concepts include a consideration for evidence, perspectives, and ethics, all of which are required for teaching students to be digitally literate citizens. Thus, media and digital literacy skills and concepts can be found in many of the Big Ideas, Curricular Competencies and specific course content.
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."
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.
Media components are found in all three goals of the Saskatchewan Arts Education curriculum: Creative/Productive, Critical/Responsive strand and Cultural/Historical.
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.
According to the document Vision of the Revised Career Studies Course (2020), "with the rapid pace of technological, social, and cultural change in today’s global economy and with new understandings of what a career looks like in this context, it is more important than ever that students be supported in their transition from secondary school to their initial postsecondary d
This section comprises a curricular overview, as well as information about professional development for media education.
In the Newfoundland English as a second language curriculum, media literacy outcomes are included under the general outcomes requiring students to: