Intellectual property - Anything that comes into being through invention or artistic creation. When an intellectual property is also real property, it is possible to own one but not the other – so that owning a painting (real property right) does not automatically give you the right to make copies of it (intellectual property right).
If someone living in the 19th century were to travel to our era they would be most amazed by the fact that our children, rather than working in the fields or in factories, spend their days in school. Today we view education as a human right, and at MediaSmarts (formerly known as Media Awareness Network) we believe that digital and media literacy should also be a right in the education of children and youth.
This outcome chart contains media-related learning outcomes from the British Columbia, Grade 11 English First Peoples curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Ontario Grade 9 Healthy Active Living curriculum, with links to supporting resources on the MediaSmarts site.
My name is Andrea Tomkins and I am the new MediaSmarts Mom. I am thrilled to be in this space and sharing my first post with you today.
Quebec Competencies Chart - Beyond Media Messages
Ottawa, June 2, 2009 – Media Equal Voice in partnership with Media Awareness Network (MNet) today launched bilingual lessons for students in Grades 7-12 that explore media representation of gender in politics. Students from Glashan Intermediate School, in Ottawa, had the opportunity to try out the lessons.
The lessons are part of the Experiences project, initiated by Equal Voice which aims to engage young women in politics at all levels of government. A key component of the project is identifying and sensitizing young women to gender bias in media.
This outcome chart contains Media literacy learning expectations from the Alberta social studies curriculum, with links to supporting resources on the MediaSmarts site.
Students will…
3. Assess textual, numerical, aural, and visual information, as well as the source of the media, to determine context, perspective, bias, and/or motive. (G-3.2)
4. Self-assess ICT representations and go beyond established criteria by enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion. (Pr-3.2)
Overall Expectations:
A1: Learners will apply listening, speaking and non-verbal communication skills and strategies to understand and communicate meaning for various audiences, purposes, and contexts.
Specific Expectations:
A1.1 Use listening strategies to understand oral communication.
A1.2 Use oral and non-verbal communication to express ideas and emotions.
A1.3 Use explicitly taught vocabulary, syntax, and grammar to communicate ideas.