We know that young people are accessing explicit content online. We know less about how this exposure is impacting their attitudes and behaviours. If kids are finding accurate and good quality information about sexual health or healthy relationships, that’s a positive thing. However, if the bulk of their exposure is to pornography, then they may be receiving distorted messages about relationships and sexual behaviour.
In the Newfoundland and Labrador Health Education Framework, media literacy outcomes can be found in General Curriculum Outcome 1(Students will demonstrate an understanding of the aspects of their health and the issues and challenges which impact health and well-being) and General Curriculum Outcome 2 (Students will demonstrate the capability/ability to use skills, resources, and processes to create conditions and take actions that promote their health and that of the family) as well as many specific curriculum expectations.
In the New Brunswick Music curriculum, media and digital literacy outcomes mostly fall under Strand 2, Understanding and Connecting Contexts of Time, Place and Community, and Strand 3, Perceiving, Reflecting and Responding. Digital citizenship habits skills are also found in General Curriculum Outcome 4, “Students will be expected to respect the contributions to the arts of individuals and cultural groups in local and global contexts, and value the arts as a record of human experience and expression.”
In this lesson, students will learn about the concept of branded content and will learn to differentiate between branded images and videos and non-branded images and videos in online and offline contexts through a series of questions and discussions.
This outcome chart contains media-related learning outcomes from the Northwest Territories Grade 4 Health Education curriculum, with links to supporting resources on the MediaSmarts site.
This lesson helps students recognize and understand stereotyping and bias in literature and film by looking at representations of wolves.
The Respecting Yourself and Others Online workshop was created to provide tweens and young teens with strategies and knowledge that will help them respect themselves, respect others and respect the space when using social media.
In Alberta, the following strands in the Mathematics curriculum have connections to digital and media literacy:
K-9:
10-12:
frustration and conflict
types of conflict
desirable ways of responding to frustration and conflict
adjustment mechanisms
cognitive dissonance
In the Nova Scotia Science curriculum, digital and media literacy expectations fall under the general curriculum outcome of Science, Technology, Society and the Environment (STSE). These include "the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions" and " attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment."