April 30, 2025
Ottawa, ON - New research released from MediaSmarts shows that educational videos like the ones featuring the house hippo as part of the Break the Fake campaign encourage people to fact-check and avoid sharing false information.
1. listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.
Specific Expectations:
1.2.1 Clarify new understandings of connections
1.2.2 Explore personal and others' opinions and understandings
This outcome chart features links to MediaSmarts lessons and activities that support the learning objectives for Media Studies 20.
Teachers can play a critical role in educating their students about AI, even if they aren’t experts on it. By addressing AI in ways that are designed to build students’ skills and teach them about the pitfalls of relying too much on it, teachers can help build the next generation of citizens who are empowered with the skills necessary to succeed in a world infused with AI technology.
For parents of teens and tweens, the Internet can sometimes seem like nothing more than an ever-expanding list of websites to keep up on: Facebook, Twitter, Tumblr, Snapchat and so on, with new ones appearing every few months. While the safety risks associated with these mainstream sites are often exaggerated – and it’s more effective to build broader critical thinking skills than to focus on the particulars of kids’ latest favourite sites – there are some websites that present very real and specific risks and that parents are much less likely to know about. These are the so-called “rogue websites” that offer unapproved access to copyrighted content such as music, movies and video games.
Overall Expectations:
Learners will investigate the rights and responsibilities of citizens in a democracy.
There are several challenges in identifying evidence-based best practices in media education: first, because most evaluations compare media literacy interventions either to a control group or to another intervention not based on media literacy; second because, as noted above, there is often a mismatch between what a program is teaching and the results it is measuring. As a result, “empirical evidence of best pedagogical practice, as opposed to self-testimony or retrospective reporting, is scarce”[1]; in other words, while we can say generally that media literacy works, it is difficult to say precisely which elements of media literacy programs work better than others.