Those tiny hippos in your house? They’re back to teach us about ‘fake news’

Ottawa, ON – October 1, 2019

They’re cute, they steal your socks, they ride your robot vacuum… and they’re back to help us remember to not believe everything we see online. The house hippo who stole our hearts in a public service announcement in 1999 has come back to Break the Fake in a new campaign from MediaSmarts, Canada’s centre for digital and media literacy.

Technology Facilitated Violence: Criminal Case Law Lesson Plan

This lesson plan explores the relationship between technology and the law by examining how the criminal law responds to technologically facilitated violence (TFV). Not only will it enhance students’ understanding of the legal meaning of key terms such as “violence”, it will also engage them in dialogue about the surrounding social and legal issues and the ways in which new and emerging technologies are affecting the relationship between the law and technology. Through the exploration of Canadian case studies, and subsequent discussion, students will develop their knowledge on legal implications of various forms of TFV such as harassing communications, criminal harassment, unauthorized use of computer systems, non-consensual disclosure of intimate images (sometimes referred to as “revenge porn”), and hate propaganda. Students will use materials from The eQuality Project’s “Technology-Facilitated Violence: Criminal Case Law” database to research recent Canadian case law involving TFV, better understand the concept of “violence” and the wide range of acts that fall within TFV, as well as the available criminal legal resources and potential outcomes for those affected.

“Break the Fake”: Media Literacy Week starts today, promoting fact-checking and stopping the spread of misinformation

Ottawa, ON – October 7, 2019

MediaSmarts and the Canadian Teachers’ Federation (CTF) are today launching Media Literacy Week (October 7 to 11) with teachers and students, libraries and museums, and community groups across the country engaging in activities that encourage Canadians to “Break the Fake” and check information they see online before sharing it. 

Career-Life Connections 10-12

Curricular Competencies 

Students are expected to be able to do the following: 

Examine 

• Recognize personal worldviews and perspectives, and consider their influence on values, actions, and preferred futures
• Explore and evaluate personal strategies, including social, physical, and financial, to maintain well-being

Interact 

Computer Information Systems 11

Curriculum Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context

• Conduct user-centred research to determine technology design opportunities and barriers

Defining

Digital Communications 11

Students are expected to be able to do the following:

Applied Design

Understanding context

• Conduct user-centred research to understand design opportunities and barriers

Defining

Interpersonal and Family Relationships 11

Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context

• Engage in research and empathetic observation to determine service design opportunities and barriers

Defining

Graphic Production 11

Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context

• Engage in a period of user-centered research and empathetic observation
• Participate in reciprocal relationships throughout the design and production process

Defining

Marketing and Promotion 11

Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context

• Conduct user-centred research to understand opportunities and barriers

Defining

• Establish a point of view for a chosen marketing and promotion opportunity
• Make decisions about premises and constraints that define the marketing design space

Ideating

Media Design 11

Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context

• Engage in user-centered research and empathetic observation
• Participate in reciprocal relationships throughout the design process

Defining