Few issues capture our anxiety about young people and digital media so perfectly as sexting. As with technologies at least as far back as the telegraph, much of this anxiety has focused specifically on girls and women.
Indigenous media has a long history in Canada. While the earliest newspapers aimed at Indigenous readers were published by settlers, there have been Indigenous-run papers since Ojibwa chief, doctor and publisher Peter Edmund Jones, also called Kahkewaquonaby, launched The Indian in Hagersville, Ontario, in 1885. This tradition has continued with papers such as Wawatay News, based in northern Ontario and Edmonton’s Windspeaker.[1]
“Be skeptical, not cynical.” Lori Robertson, managing editor of Factcheck.org
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.
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
Teachers who include media literacy in their classrooms often face issues that don’t arise in other subjects. Nothing illustrates this better than the issue of diversity in media. It’s not unreasonable for teachers to see the topic as a can of worms and be concerned about offending students and their parents – not to mention worrying about what the students themselves might say. At the same time, it’s a topic that is simply too important to be ignored: what we see in media hugely influences how we see others, ourselves and the world. As a result, an ability to analyze media depictions of diversity is not only a key element of being media literate, it’s essential to understanding many of the social issues and concerns that we face as citizens. That’s why Media Awareness Network has developed That’s Not Me – a new online tutorial for professional development to help educators and community leaders approach this issue through key concepts of media literacy.
This outcome chart contains media-related learning outcomes from the Manitoba, Senior 3 (Grade 11) English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, English Language Arts curriculum, Grade 11, with links to supporting resources on the MediaSmarts site.
Each Atlantic Province follows closely the Atlantic Provinces Education Foundation Framework for English Language Arts. In this Framework, media literacy is integrated throughout the English Language Arts curriculum under the general learning outcomes of Speaking and Listening, Reading and Viewing and Writing and Other Ways of Representing.
It's a question that most parents of young daughters face: "Has she hit the 'princess phase' yet?" Not all parents are upset by this, of course: many happily buy their girls princess costumes, toys and accessories ranging from shoes to purses, all in pink. Some, though, despair of the powerful gender stereotyping this delivers to young girls and each new piece of princess gear can be a source of conflict.
Students are expected to be able to do the following: