“A scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities that involve science and technology.” Science Co-ordinators’ and Consultants’ Association of Ontario (SCCAO) and Science Teachers’ Association of Ontario (STAO/APSO), Position Paper: The Nature of Science (2006)
In the Northwest Territories Health Education, media literacy outcomes for are included under the broader categories of Mental and Emotional Well Being; Nutrition; Safety; Responsibilty; Family Life; and Alcohol and Other Drugs.
In the Newfoundland English as a second language curriculum, media literacy outcomes are included under the general outcomes requiring students to:
The Newfoundland family studies curriculum includes expectations that incorporate media education themes. The curriculum document Family Studies: Human Dynamics 2201 (2004) includes a section that demonstrates the complementary relationship between media literacy and family studies:
The 2023 Science K-6 curriculum states that “the study of science allows students to nurture curiosity, ask and answer questions, explore scientific and technological concepts, and acquire knowledge and understanding of the world. Science provides a reliable basis for decision making and is essential in developing innovative ideas and solutions.
Many curricular expectations in Alberta Fine Arts courses relate to digital media literacy. The following excerpts from are Fine Arts curriculum document on the LearnAlberta website:
Many curricular expectations in Alberta Social Sciences courses relate to media and digital literacy. The role of the Social Sciences courses in the Alberta curriculum is described as follows on the Alberta Education Social Sciences page:
Many curricular expectations in Saskatchewan Practical and Applied Arts courses relate to media and digital literacy. The following excerpt from Practical and Applied Arts Handbook (2006) details how media and digital literacy have been integrated into the curriculum:
Many curricular expectations in Manitoba Psychology courses relate to media and digital literacy. The following excerpt from Grade 12 Psychology (2010) detail how media and digital literacy have been integrated into the curriculum:
The Manitoba Science curriculum website states that “the development of increasingly scientifically literate individuals is one of the primary concerns of a 21st century approach to K-12 science education.