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In this lesson, students are introduced to the idea that what they see in media can be deceptive. They explore the idea that media are “framed” by their creators and consider what parts of the world are left out of the frame.
On the internet, it can be hard to tell what’s true and what’s false—but we have to make a lot of decisions based on how reliable we think things are. In Reality Check, you’ll learn how to find clues like finding where a story originally came from and comparing it to other sources, as well as how to use tools like fact-checking sites and reverse image searches.
Time Management
The Digital Literacy Training Program for Canadian Educators workshop provides an overview of essential digital literacy skills and key concepts of media and digital literacy, familiarizes participants with the digital experiences of Canadian youth, and introduces the resources and tools that are available through MediaSmarts’ USE, UNDERSTAND & CREATE digital literacy framework.
A Guide for Trusted Adults is based on YWCA’s consultation with Canadian girls and young women about their concerns and the issues they face online and on social media platforms and the ways they want the adults in their lives to support them.
In this lesson students consider how well their favourite TV shows, movies and video games reflect the diversity of Canadian society.
In this lesson, students examine two websites about unlikely animals and learn how to effectively evaluate online sources. They then create a fake website that demonstrates the misleading signals that are often mistakenly taken as signs of reliability.
Although students are aware of news as information that influences their perceptions of the world, country and community, they are often unaware of the differences among the various media in their presentation of that information.
Online news is one of the hardest things to verify. Sometimes early reports that turn out not to be true still circulate on the Internet, and people may spread false reports for commercial or malicious reasons, or even just for “fun.”
Ask yourself:
- Am I hoping that someone else will do something so I don’t have to? A lot of people are reluctant to take action, but did you know that almost three-quarters of kids who’ve witnessed cyberbullying did something about it? If that surprises you, it may be because a lot of the things we can do to help – like speaking privately to the person who’s being mean, or letting the person who’s being targeted know you care about them – don’t happen in public.
On the Loose: A Guide to Online Life for Post-Secondary Students supports young adults who are experiencing both new freedoms and challenges in their post- secondary life.
In this lesson, students become aware of the idea of stereotyping and the role that stereotypes play in the stories and movies that they enjoy.
In this lesson, students are introduced to basic concepts of anthropology and ethnography and explore how they apply to online communities. After performing a digital ethnography project on the norms and values of an online community, students consider how a community’s norms and values are formed and how they can be shaped and influenced.
This lesson looks at the ways in which online gambling draws in youth and increases the risk that they will become problem gamblers.
This lesson introduces students to the ways in which commercial Web sites collect personal information from kids and to the issues surrounding children and privacy on the Internet.