On the internet, it can be hard to tell what’s true and what’s false—but we have to make a lot of decisions based on how reliable we think things are. In Reality Check, you’ll learn how to find clues like finding where a story originally came from and comparing it to other sources, as well as how to use tools like fact-checking sites and reverse image searches.
Not only was 2012 a year of rebranding and change, we were also very busy at work updating our resources and creating brand new lesson plans. We released 21 new and updated lessons on a variety of topics from bias and crime in the media to free speech and the internet and challenging hate online.
Not only was 2012 a year of rebranding and change, we were also very busy at work updating our resources and creating brand new lesson plans. We released 21 new and updated lessons on a variety of topics from bias and crime in the media to free speech and the internet and challenging hate online.
Many curricular expectations in Newfoundland and Labrador Religious Education courses relate to media and digital literacy. The following excerpts from Ethics and Philosophy 2101 (2010) detail how media and digital literacy have been integrated into the curriculum:
In 2016, British Columbia launched a new Applied Design, Skills, and Technologies curriculum which it describes as “an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communication Technology, and Technology Education; and from new and emerging fields. It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.”
This outcome chart contains media-related learning outcomes from the Newfoundland and Labrador Kindergarten curriculum, with links to supporting resources on the MediaSmarts site.
Strands in the Technological Education curriculum
The overall and specific expectations for each course in the technological education curriculum are typically organized in four distinct but related strands. The strands are Fundamentals; Skills; Technology, the Environment, and Society; and Professional Practice and Career Opportunities.
The Grade Nine and Ten curriculum document Technological Education includes information on how media literacy is relevant to the content of these courses:
The Nova Scotia English technology education curriculum includes expectations that incorporate digital literacy. The curriculum document Foundation for the Atlantic Canada English Language Arts Curriculum: Technology Education (2001) includes a section that demonstrates the complementary relationship between digital literacy and technology education: