Talking to kids about media violence
Talking to kids about violence in the media they consume – television, movies, video games, music and the Internet – can help them put media violence into perspective and perhaps diffuse some of its power.
Outcome Chart - Saskatchewan - English Language Arts 2
This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 2 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
In the elementary curriculum in Saskatchewan, learning objectives for media studies are included as a category within the supporting domain, Oracy and Literacy: Media. Media-related objectives can also be found within Speaking and Listening, Reading and Response to Literature, Writing, Educational Drama, Research and Presentation and Computer Applications.
e-Parenting Tutorial: Keeping up with your kids' online activities
Ever since Cronus the Titan tried to swallow his son Zeus, parents have feared being supplanted by their children. (It didn't take.) But it's only in the last few generations, as the rate of technological progress has accelerated, that children have grown up in a world significantly different from the one their parents knew, and it's only very recently that parents have seen their surpass them while they were still in the single digits. Thanks to digital media, the world is changing so rapidly today – consider that five years ago there was no Twitter, ten years ago no Facebook and fifteen years ago no Google – that even those of us who spent our childhoods programming our parents' VCRs can feel left behind.
Kids learn online smarts through new game
Hedy Fry calls CyberSense and Nonsense a "creative approach" to combating online hate
Ottawa, Ontario, April 6, 2000 - The Media Awareness Network (MNet) launched CyberSense and Nonsense today, a new interactive computer game to help "cyberproof" kids.
CyberSense and Nonsense is designed to help children between the ages of nine and eleven learn how to:
Quebec Competencies Chart - A Day in the Life of the Jos
Author: MediaSmarts
Level: Grades 6-8
Subject Area: English Language Arts, Visual Art, Ethnic and Religious Culture
Game Link: https://mediasmarts.ca/digital-media-literacy/educational-games/day-life-jos
Quebec Competencies Chart - Exposing Gender Stereotypes
Quebec Competencies Chart - Exposing Gender Stereotypes
Digital Media Literacy Across the Curriculum
There have been four main approaches to integrating digital media literacy into the curriculum.[1] The first, infusion, makes digital media literacy an integrated part of the inquiry process. The second, integration, makes digital and/or media into its own, separate subject, or gives it a prominent place within an existing subject: media literacy was first brought into the Ontario curriculum in Ontario following this approach in 1989 as one of the four strands of English Language Arts, on a par (at least in theory) with Reading, Writing and Listening.[2] The third, cross-curricular competencies, identifies digital media literacy competencies as “not something to be added to the literacy curriculum, but a lens for learning that it is an integral part of all classroom practice”[3]; and the last, dispersion, locates them within various grades and subjects without any overall design.[4]
Outcome Chart - Saskatchewan - Psychology 20 – Social Psychology (Grade 11)
Outcome Chart - Saskatchewan - Psychology 20 – Social Psychology (Grade 11)
Responses and Solutions in the Classroom
There are two main strategies for addressing online hate and cultures of hatred in the classroom: teaching youth to recognize and deconstruct it, and empowering them to intervene by answering back to it.
Students challenge media labels - Winning entry in national podcast contest addresses the issue of youth stereotyping
Ottawa, February 27, 2007 – Media Awareness Network today announced the winners of its first MyMedia video podcast contest for Canadian students in Grades 7 to 12. The MyMedia contest was designed to help young people consider ways in which certain members of society are portrayed in the media and how audiences perceive and respond to these representations. Using camcorders, digital video recorders, Web cams or cell phones, youth from across the country submitted 2-minute video podcasts on the topic of media representation.