Literacy, Digital Literacy or Media Literacy?

Emerging ideas and trends in the space of new literacies are indeed fluid and, through discussion, seem to always be in a state of constant flux. As teachers and learners engage with online content and media, strategies and pedagogies bounce between conventional and contemporary approaches. This ongoing conversation and discovery is representative of the media landscape itself - always shifting - suggesting that our strategies and approaches should be charged with being able to adapt and grow. A tall order indeed, so how do we build capacity that makes room for convention, innovation and redefinition in literacy?

Outcome Chart - Manitoba - English Language Arts 12

This outcome chart contains media-related learning outcomes from the Manitoba, Senior 4 (Grade 12) English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

Why is Violent Media so Pervasive?

Representations of violence aren’t new. In fact, violence has been a key part of media since the birth of literature: Ancient Greek poetry and drama often portrayed murder, suicide and self-mutilation; many of Shakespeare’s plays revel in violence, torture, maiming, rape, revenge and psychological terror; and some of the most popular books of the 19th century were “penny dreadfuls” that delivered blood, gore and other shocks to the lowest common denominator.

What is AI?

This guide provides an overview of what AI is – and in particular Generative AI – and gives two examples of main AI tools you are likely to encounter. Then it explains some key ethical and social issues related to Generative AI.

Outcome Chart - Manitoba - Social Studies 12: Canadian Law

This chart contains media-related learning outcomes from Manitoba, Curriculum for Social Studies: Canadian Law 12, with links to supporting resources on the MediaSmarts site.

Outcome Chart – Nunavut - ELA 8

Strand: Uqausiliriniq

Overall Expectations: 

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 Listen critically and discuss the differences in interpretations and understandings

1.2.1 Reflect on prior knowledge and experiences, and structure and restructure ideas and information in meaningful ways, in order to clarify, extend and revise understandings

Arthur is ending. These are the memories that remain.

When I started to notice the headlines that the final episode of the popular PBS children’s cartoon Arthur was soon to be airing, I couldn’t help but be slightly overcome with emotion.  

See you on the flip side: Is your family going back to analog or are you digital all the way?

When I was a teen, I listened to CDs. I’m not sure when I made the switch from cassette tapes (which I played in the cutest, smallest little pink tape player while listening to Pop Goes the World) to CDs, but by the time I was in my early teens it was all CDs. That was the early nineties.  

Buying a smartphone for teens

It’s time to buy a smartphone for my youngest (who is only a few months away from being 14 years old). While we know there are considerations and conversations needed around the use of phones, safety, apps, privacy and other responsibilities when owning a phone, we also know the time is right.

Decoding the News

“Be skeptical, not cynical.” Lori Robertson, managing editor of Factcheck.org