There are four main strategies to help kids become resilient to online risks. We can:
Curate our kids’ media experiences;
Control who can access our kids and their data;
Co-view media with our kids;
and be our kids’ media Coaches.
The music industry is a driven by economics, technology, gatekeepers and the ever-evolving ways people discover and consume music. Understanding these features is crucial to understanding the music itself and its impact.
This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 4 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
Outcome Chart - Nova Scotia - Film and Video Production 12
GLO 1.1: Demonstrate critical, creative, and innovative thinking
10.1.1.2 Evaluate information and perspectives related to the thinking process.
10.1.1.3 Evaluate patterns and connections related to critical, creative, and innovative thinking
In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle One,
The Newfoundland career education curriculum includes expectations that incorporate media education themes. The curriculum document Career Development Intermediate (2012) includes a section that demonstrates the complementary relationship between media literacy and career education:
In this lesson, students learn that video games are unlike other media because they are interactive, allowing players to do things and make choices. They then explore the idea of affordances and defaults by considering the “video game verbs” that different games allow you to do. They consider the commercial, technical, and genre reasons why some verbs are more often possible than others and then create a simple design for a video game in which players are able to do a wider variety of things.
In this lesson, students learn that their online presence is like a resume that can help them – or hurt them – in their future personal and professional lives. The lesson begins by having students do a self-appraisal of their online resume. Students will review steps for limiting the negative impact of things they’ve posted online. Students then think about people whom they consider to be heroes or role models, identify the characteristics that make them admire these people, and discuss what those people did in order to be seen so positively. Finally, students learn tools and strategies for consciously building a positive online brand and develop a communications plan for doing so.