This outcome chart contains media-related learning outcomes from the British Columbia, Literacy Foundations - Social Studies curriculum, with links to supporting resources on the MediaSmarts site.
C2. analyse societal issues related to the widespread use of computers and associated technologies.
C2.1 assess the benefits of computer and electronic technology for society (e.g., improved access to technology for economically disadvantaged people and nations; greater efficiency and lower costs for information services; development of a “global village”; software that can help monitor or predict changes in wetland area, deforestation, and climate);
As with other kinds of news, newsworthiness is the essential element of health and science coverage. Along with the factors that generally influence newsworthiness, Boyce Rensberger, in A Field Guide for Science Writers, identifies four factors specific to science stories:
Media components are found in all three goals of the Saskatchewan Arts Education curriculum: Creative/Productive, Critical/Responsive strand and Cultural/Historical.
Witnesses play a critical role when they witness acts and forms of bullying” and may suffer negative effects that are as bad as or worse than those suffered by the target. At the same time, there is evidence that youth who witness some kinds of cyberbullying may actually be more likely to perpetrate it themselves later.
Like other genres and sub-genres, health and science news has standard tropes that are used by journalists and expected by audiences. These can have an impact on the accuracy and reliability of coverage.
If you’ve found that the source is reliable enough to be worth your attention, you can now read it more critically.
While young people use and engage with news differently from older generations, they continue to value concepts such as trustworthiness and fairness.
Two of the most important kinds of information we look for online are about health and science: almost half of Americans, for example, report seeing science content in the previous few weeks, and a third follow a science-focused page or account online. However, nine in 10 Canadians, have seen misinformation on at least one of those topics.
Television is one of the most prevalent media influences in kids' lives. According to the 2011 Active Healthy Kids Report Card on Physical Activity for Children and Youth, Canadian youth ages 6-19 average about six hours of screen time per day, with TV programs (watched on a variety of different screens) accounting for much of this time. [1]