Overall Expectations:
GCO 3: Students will be expected to demonstrate critical awareness of and the value for the role of the arts in creating and reflecting culture
Specific Expectations:
General Learning Outcome:
GLO 1.1: Describe and apply appropriate health and safety practices
Specific Learning Outcomes:
SLO 11A.1.1.1 Describe and practice online safety.
I probably could, and maybe should, write about all of the social media changes we are seeing. The troubling updates to Meta’s content moderation policies and the removal of their fact-checking program, the complicated TikTok ban in the US, all of it.
Outcome Chart - Ontario - Working With Infants and Young Children 11 HPW3C
While parents may find certain representations of violence wholly appropriate for young people, there’s a wide continuum of content that exists online and in the media. Anything from a cartoon cat having an anvil comically dropped on his head to video images of real-life injuries and deaths can be accessed online by children and youth.
Most of us turn to online sources for news, whether it’s reading a newspaper online or sharing a news story with our friends and family. But news stories are one of the hardest things to verify: sometimes early reports that turn out not to be true still circulate on social media and people may spread false reports for political or commercial reasons, or just for “fun.”
The social studies program in Alberta contains expectations that complement the critical thinking approach of media education. The Alberta social studies curriculum states,
In our changing society, students will need to be practised at using a variety of skills and strategies. Students will need to be able to acquire knowledge, to interpret and communicate information, and to solve problems and make decisions. In doing all of this, students require a wide range of critical and creative thinking skills and strategies that they can apply to a variety of situations.
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:
In the Northwest Territories technology, literacy and communication, problem solving, and human relations are considered "foundation skills" and are included in a wide range of curricula from Kindergarten to Grade 12. This approach is based on a focus on inquiry, critical and creative thinking, digital citizenship, multiple literacies (including digital literacies) and a gradual release of responsibility from the instructor to the student, with the ultimate goal of making the student responsible for his or her learning.