In this lesson students learn the ways that the apps they use are designed to encourage them to share more information—both with other users and with the apps themselves. They are then introduced to the idea of persuasive design or “dark patterns” and investigate whether these are used to make it more difficult to opt out of data collection on popular apps. Finally, the class creates a “rogues’ gallery” to help them identify dark patterns when they encounter them.
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Data literacy: manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life
D1.1 sort sets of data about people or things according to two and three attributes, using tables and logic diagrams, including Venn, Carroll, and tree diagrams, as appropriate
Data literacy: manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life
Data Visualization:
D1.4 create an infographic about a data set, representing the data in appropriate ways, including in tables, histograms, and broken-line graphs, and incorporating any other relevant information that helps to tell a story about the data
Data Analysis:
he beginning of another school year is here, and as it does many parents are beginning to wonder how they can help their kids ease out of summertime media habits. In addition to having to establish new rules for media use, parents may also face a barrage of requests and questions from their kids regarding digital technology, such as: Am I old enough to have a cell phone? Can I bring it to school? How about my iPod? What about Facebook or Twitter – all my friends are on them, I need to use them to talk about my homework!
he beginning of another school year is here, and as it does many parents are beginning to wonder how they can help their kids ease out of summertime media habits. In addition to having to establish new rules for media use, parents may also face a barrage of requests and questions from their kids regarding digital technology, such as: Am I old enough to have a cell phone? Can I bring it to school? How about my iPod? What about Facebook or Twitter – all my friends are on them, I need to use them to talk about my homework!
1. listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.
Specific Expectations:
1.1.1 Talk about and/or represent self, and listen to others
1.1.2 Express text preferences (oral, print, and other media)
1.1.3 Participate in classroom activities
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.
In the Alberta Health and Life Skills K-9 Framework, media literacy is highlighted under the heading Program Rational and Philosophy in the section Responsible, Healthy Choices: