Digital Media Literacy Across the Curriculum

There have been four main approaches to integrating digital media literacy into the curriculum.^[1] The first, infusion, makes digital media literacy an integrated part of the inquiry process. The second, integration, makes digital and/or media into its own, separate subject, or gives it a prominent place within an existing subject: media literacy was first brought into the Ontario curriculum in Ontario following this approach in 1989 as one of the four strands of English Language Arts, on a par (at least in theory) with Reading, Writing and Listening.^[2] The third, cross-curricular competencies, identifies digital media literacy competencies as “not something to be added to the literacy curriculum, but a lens for learning that it is an integral part of all classroom practice”^[3]; and the last, dispersion, locates them within various grades and subjects without any overall design.^[4]

New Brunswick - English Language Arts 7

Strand: Interactions

Big Idea: Expression

Skill Descriptor:

Describe and contribute thoughts, feelings, and experiences and compare to those of their peers.

Achievement Indicators:

    Describe observations, understandings, viewpoints, and perspectives

    Compare and contrast observations, understandings, viewpoints, and perspectives that have been shared by others

Media Safety Tips: Middle Childhood (6-9 years old)

Media risks

The risks that kids encounter in media fall into four categories:

Content risks, where kids are exposed to or engage with harmful content such as violence, hate, or sexualized media; 

Conduct risks that come from what kids do or how they interact with other users; 

Consumer risks related to money, advertising, and data collection; 

Outcome Chart - Manitoba - Computer Science Senior 2 (20S)

Outcome Chart - Manitoba - Computer Science Senior 2 (20S)

Arts Education 8

Outcome Chart - Saskatchewan - Arts Education 8

Outcome Chart – Nunavut - Reading 10

Strand: Uqausiliriniq

Overall Expectations: Concept A

1. The reader learns that reading can fulfill a variety of important purposes for the reader.

Specific Expectations:

2. becomes aware of the importance of reading for school success, for success in one’s business and social life, and for satisfaction as a leisure activity.

4. increases the level of attention to and active involvement in reading in order to accomplish a purpose.

Outcome Chart - Manitoba - Computer Science Senior 4 (40S)

Outcome Chart - Manitoba - Computer Science Senior 4 (40S)

Outcome Chart - Manitoba - Computer Science Senior 3 (30S)

Outcome Chart - Manitoba - Computer Science Senior 3 (30S)

Taking the Wheel

I’ve recently become the chauffeur for my son and his group of friends, as they go to for a weekly gaming afternoon/hangout at one boy’s house. It’s clear that my role as the driver is to be invisible – they talk and goof around with each other in the car as if I’m not there, and if I do interject in their conversation, there’s a moment when they all freeze, confused as to where this voice from above came from, before ignoring it and carrying on. I’m there to hover on the outside, not to get involved.