From the tablet to the TV screen, media are a huge influence on how we see ourselves and our world. Nowhere, perhaps, is that more true than when it comes to gender: media provide many of our ideas of what “male” and “female” are, and many of our models of how to behave, what to avoid doing, and whom to emulate in order to play the role we’ve been assigned.
June 1, 2017 – As exposure to digital media in Canadian family life increases, so have concerns about how screen time affects children and families. A new statement from the Canadian Paediatric Society (CPS) recommends that physicians and health care providers counsel parents and caregivers of young children on how to minimize screen time and mitigate its potential negative effects. The CPS also recommends that physicians guide parents on how to mindfully use and model healthy screen use to encourage positive habits.
Whether you’re looking at a website, photo, video or news story, what really matters is whether or not the people who originally created it are trustworthy. Even when it has been shared with you by someone you trust, like a friend or family member, you can’t know if they checked the facts. So it’s up to you!
So, you saw some false info?
Whether the bad info you saw was a misunderstanding, an exaggeration, or even an outright lie, how you respond makes a difference.
Be part of the solution. Say something!
Framed around key concepts of media literacy, the That’s Not Me tutorial examines how entertainment and news media represent diversity and the impact these media portrayals can have on the value we place on individuals and groups in society.
1. develop skills using production elements
1.1 use correct terminology in describing equipment, techniques, processes and procedures
1.2 demonstrate a variety of production elements through project work; e.g., camera framing and focusing, lighting, audio manipulation
1.3 demonstrate continuity and sequencing; e.g., costumes, lighting, location
1.4 identify and employ correct use of audio and video file formats
1. apply postproduction techniques to complete an audio and/or a video project according to a production plan
1.1 produce an audio and/or video project, using prepared production plans and storyboards
1.2 identify and employ appropriate use of file formats
1.3 investigate and explain emerging editing technologies and recording and editing methods
1.4 import audio and/or video
1.5 edit, manipulate and arrange imported audio and/or video in a time line
The holidays are a perfect time to cozy up as a family and watch festive movies and TV shows together. It’s also a time when kids are on the receiving end of a lot of marketing, and some kids will be given new tech devices as gifts.
We've compiled some of our best resources for managing tech at home during the holidays, from setting rules around digital devices, to teaching kids about consumerism, to engaging with your kids on the content you’re watching together.
This outcome chart contains Media literacy learning expectations from the Alberta social studies curriculum, with links to supporting resources on the MediaSmarts site.
This chart contains media-related learning outcomes from Ontario, Curriculum for Geography CGF3M: Forces of Nature: Physical Processes and Disasters, with links to supporting resources on the MediaSmarts site.