The following fact-checking videos have been produced by teens for teens. The viral claims they chose to fact-check touch on a range of topics from the environment, health, science and food to beauty products, social media trends and even presumed “weird” local bylaws that caught their attention.
MediaSmarts designed the Motives and Methods research project to better understand how Canadians check and share information online. This study, which included a survey of 5,000 Canadians and interactive focus groups, builds on MediaSmarts' successful Break the Fake (BTF) program. It looks at changes in participants’ fact-checking after watching a BTF video, along with their sharing habits, frequency of fact-checking, and confidence in their skills. Based on our study findings, we provide recommendations for designing effective video interventions that build citizen resilience to misinformation in Canada. This research shows that digital media literacy education works and encourages a wide range of people to check the accuracy of online content, especially before sharing it.
Author: Lauren Middlemiss and Matthew Johnson, Director of Education, MediaSmarts. The PushBack Timeline was developed and written by Robert Porter as part of The eQuality Project.
Level: Secondary Cycle One and Two
Duration: 1½ to 2 hours class time
Subject Area: English Language Arts, Visual Arts, Ethics and Religious Culture
This outcome chart contains media-related learning outcomes from the Northwest Territories Grade 2 Health Education curriculum with links to supporting resources on the MediaSmarts site.
To make students aware of the ways in which male violence is used and promoted in advertising.
GLO 2.2: Develop understanding of culture within clothing/textiles.
5.2.2.1 Identify factors that influence clothing/ textile choices (e.g., family, peers, media, culture, role, environment, religious, social, ethical, economics).
In 2016, British Columbia rolled out a redesigned English Language Arts (ELA) curriculum, one that is centered on teaching that “questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens”.
In the working guide Journey On: Working Toward Communication and Information Technology Literacy, media-related outcomes are integrated throughout the curriculum.
According to this document:
In this lesson, students learn how media influence how we see the world and send intentional and unintentional messages.
Outcome Chart - Alberta - Career and Technology 9