History
Learn more about our organization’s history.
Outcome Chart - British Columbia - Literacy Foundations - English Language Arts - Level 6
This outcome chart contains media-related learning outcomes from the British Columbia, Level 6, Literacy Foundations, English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
Who Steals My Purse Steals Trash
“Who steals my purse steals trash,” Shakespeare wrote, “but he that filches from me my good name robs me of that which not enriches him, and makes me poor indeed.”
Outcome Chart - Ontario - Learning Strategies 1: Skills for Success in Secondary School GLS1O/GLE1O/GLE2O
Learning Skills
Overall Expectations:
By the end of this course, students will:
- demonstrate an understanding of learning skills and strategies required for success in school
Specific Expectations:
Developing Learning Skills and Strategies
By the end of this course, students will:
Outcome Chart – Nunavut - Aulajaaqtut 10
Strand: Aulajaaqtut
Overall Expectations:
Module 1: Values and Valuing
5. understand what values are and identify a set of personal values.
6. understand that there are diverse values in our society. They will be able to articulate the process of cultural conflict and values clarification as outside influences that impact on an individual or cultural group.
Young people’s attitudes towards privacy
Contrary to stereotypes, youth do care about their privacy.
Outcome Chart - Atlantic Provinces - English Language Arts K
This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, Kindergarten English Language Arts curriculum, 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.
Information Sorting
This is the second lesson in the Critical Thinking Across the Curriculum series, though it can also be delivered independently. In it, students are introduced to the idea of using information sorting to determine whether sources are worth their attention and then to do critical close readings of those that are. After learning and identifying the differences and similarities between the two steps, they learn the characteristics of a reliable source and make a list of companion texts that can be used to determine if a source has those characteristics. After practicing that process, they learn some examples of critical close reading skills and use a possibility grid to do a close reading of a news article. Finally they plan, carry out, and reflect on an information sorting process to make sure they are getting a full and accurate picture of the news story’s topic.
Privilege in the Media - Overview
Privilege is the relative benefit that a group enjoys as a result of the discrimination or oppression of other groups. When we think about racism and discrimination, we often envision acts of deliberate meanness or quantifiable oppression of a disadvantaged group – hurtful words, tasteless jokes, deliberate exclusion from work or school, acts of violence, and so on – but it can just as easily take the form of privileges given to members of a more advantaged group.