The British Columbia Arts Education curriculum promotes the development of artistic habits of mind, categorized as exploring and creating, reasoning and reflecting, and communicating and documenting. Digital media literacy is present throughout these curricular competencies, which include a focus on relationships between the arts and various cultures and societies, reflecting on and making connections between creative processes, and considering how audience negotiate meaning.
The Ontario mathematics curriculum includes expectations that incorporate media education themes. The grade curriculum document Mathematics (2007) includes a section that explains how mathematical concepts such as probability can be applied to media criticism:
Many curricular expectations in Newfoundland and Labrador Religious Education courses relate to media and digital literacy. The following excerpts from Ethics and Philosophy 2101 (2010) detail how media and digital literacy have been integrated into the curriculum:
In 2016, British Columbia launched a new Applied Design, Skills, and Technologies curriculum which it describes as “an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communication Technology, and Technology Education; and from new and emerging fields. It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.”
Strands in the Technological Education curriculum
The overall and specific expectations for each course in the technological education curriculum are typically organized in four distinct but related strands. The strands are Fundamentals; Skills; Technology, the Environment, and Society; and Professional Practice and Career Opportunities.
The Grade Nine and Ten curriculum document Technological Education includes information on how media literacy is relevant to the content of these courses:
The Nova Scotia English technology education curriculum includes expectations that incorporate digital literacy. The curriculum document Foundation for the Atlantic Canada English Language Arts Curriculum: Technology Education (2001) includes a section that demonstrates the complementary relationship between digital literacy and technology education:
Many curricular expectations in Ontario Computer Studies courses relate to media and digital literacy. The following excerpt from Computer Studies, Grades 10 to 12 (2008) detail how media and digital literacy have been integrated into the curriculum:
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:
According to the 2023 Elementary English Language Arts and Literature curriculum, “Language is a uniquely structured system that forms the basis for thinking, communicating, and learning.” The curriculum is built around the six strands of language learning: reading, writing, listening, speaking, viewing, and representing, with each strand touching on aspects of digital media literacy. The K-6 curriculum notes that English Language Arts and Literature “[helps] students develop deep understandings of others and themselves, build and strengthen interpersonal relationships, and engage in responsible citizenship,” integrating digital citizenship within citizenship education. To that end, digital media literacy education is integrated into elements of ethical citizenship, critical analysis of literature, differentiation of fact from opinion, access of information, and citation of sources.
The Nova Scotia social studies curriculum includes expectations that incorporate media education themes. The curriculum document Foundation for the Atlantic Canada English Language Arts Curriculum: Social Studies (1999) includes a section that demonstrates the complementary relationship between media literacy and arts education: