MEDIA STRAND
With the reliance of media and technology in the everyday lives of individuals in our society,
it is so important, now more than ever to understand media. Teachers need to know how to teach their
students about media and everything it entails. It is so easy to believe everything you see or read on the
internet or tv. However, this can be dangerous, especially with all the fake news that is circulating.
An overall media expectation in the Ontario Curriculum is “demonstrate an understanding of a variety
of media texts” (p. 89). It is important for students to understand different media texts, the information
that is being given and the purpose of that specific text.
it is so important, now more than ever to understand media. Teachers need to know how to teach their
students about media and everything it entails. It is so easy to believe everything you see or read on the
internet or tv. However, this can be dangerous, especially with all the fake news that is circulating.
An overall media expectation in the Ontario Curriculum is “demonstrate an understanding of a variety
of media texts” (p. 89). It is important for students to understand different media texts, the information
that is being given and the purpose of that specific text.
There are so many resources to help both students and teachers to better understand media.
IDENTIFYING FAKE NEWS
The Video Identifying "Fake" News | Common Sense Education is a great resource to use within the
classroom. It is a video, which is a source of media that students can learn to interpret and understand.
This video gives 5 ways to spot fake news online. These five steps are so simple to understand. I think
that this is a great resource because of its simplicity. It is under 2 minutes long, which means that you
can keep the attention of students. It uses visuals and examples for students to see how they can spot
fake news and it is engaging. This can easily be implemented within the classroom. This is great
because it is a video and not just the traditional teaching of a teacher standing up in front of the class
giving information. This video is also a great tool to use those 5 tips for spotting fake news. The tips in
the video can be used to analyze the site that the video was taken from, to see whether or not it is a
credible source. The information from this site can also be used in other activities. For example, giving
student article printouts, one from a fake news site and the other from a credible source, and have them
determine which is which, and ask for evidence as to why they have made those choices. This resource
connects to specific curriculum expectation 1.2 “use overt and implied messages to draw inferences and
construct meaning in media texts” (p.82). The messages from this text can help students to understand
how to make meaning from texts and how to understand the purpose of the content.
classroom. It is a video, which is a source of media that students can learn to interpret and understand.
This video gives 5 ways to spot fake news online. These five steps are so simple to understand. I think
that this is a great resource because of its simplicity. It is under 2 minutes long, which means that you
can keep the attention of students. It uses visuals and examples for students to see how they can spot
fake news and it is engaging. This can easily be implemented within the classroom. This is great
because it is a video and not just the traditional teaching of a teacher standing up in front of the class
giving information. This video is also a great tool to use those 5 tips for spotting fake news. The tips in
the video can be used to analyze the site that the video was taken from, to see whether or not it is a
credible source. The information from this site can also be used in other activities. For example, giving
student article printouts, one from a fake news site and the other from a credible source, and have them
determine which is which, and ask for evidence as to why they have made those choices. This resource
connects to specific curriculum expectation 1.2 “use overt and implied messages to draw inferences and
construct meaning in media texts” (p.82). The messages from this text can help students to understand
how to make meaning from texts and how to understand the purpose of the content.
5 Ways to Spot Fake News. Common Sense Media. https://www.youtube.com/watch?v=g2AdkNH-kWA. October 2, 2019.
SWAY
The second resource is a website called Sway. This resource is all about fake news. It discusses what
it is, how it spreads and how to spot fake news. Sway is a compilation of text, visuals, and videos,
which is important to attract different types of learners. These aspects will make the resource very
impactful in the classroom. This source also has activities to help students to better understand and
identify fake news. There are screenshots of news headlines, which at first glance, look to be credible
sources. The activity is to analyze the sources and determine whether the news that you are given is real
news or fake news. This resource will allow students to see examples of fake news articles and well as
deepen their reading comprehension skills. It will allow students to not only read but try and understand
what they are reading, to know their validity. This connects to specific expectation 3.1 “describe in detail
the topic, purpose, and audience for media texts they plan to create” (p.90). Connecting the resource to
this expectation will allow students to understand the purpose of the fake news. Why did an individual
find it important to report this? What is the purpose of this misinformation?
it is, how it spreads and how to spot fake news. Sway is a compilation of text, visuals, and videos,
which is important to attract different types of learners. These aspects will make the resource very
impactful in the classroom. This source also has activities to help students to better understand and
identify fake news. There are screenshots of news headlines, which at first glance, look to be credible
sources. The activity is to analyze the sources and determine whether the news that you are given is real
news or fake news. This resource will allow students to see examples of fake news articles and well as
deepen their reading comprehension skills. It will allow students to not only read but try and understand
what they are reading, to know their validity. This connects to specific expectation 3.1 “describe in detail
the topic, purpose, and audience for media texts they plan to create” (p.90). Connecting the resource to
this expectation will allow students to understand the purpose of the fake news. Why did an individual
find it important to report this? What is the purpose of this misinformation?
MEDIA SMARTS
The final resource is called Media Smarts. This is a resource that is more for teachers than students.
This resource will help teachers to get ideas for teaching about media literacy within their classroom.
This resource has suggestions for grades K-12 and covers a variety of topics. There are multiple
resources dedicated to the online world. These lesson plans and activities can be taken and used in a
classroom setting. For example, there is a lesson plan for Reality Check: Authentication and Citizenship.
This lesson plans helps to explain misinformation and the impacts that it has on society, with a focus on
politics.
The final resource is called Media Smarts. This is a resource that is more for teachers than students.
This resource will help teachers to get ideas for teaching about media literacy within their classroom.
This resource has suggestions for grades K-12 and covers a variety of topics. There are multiple
resources dedicated to the online world. These lesson plans and activities can be taken and used in a
classroom setting. For example, there is a lesson plan for Reality Check: Authentication and Citizenship.
This lesson plans helps to explain misinformation and the impacts that it has on society, with a focus on
politics.
All of these resources are great ways to help teachers to teach about media in the classroom while
showing students real-life examples of the impacts that media has on society.
showing students real-life examples of the impacts that media has on society.
Sources
The Ontario Curriculum, Grades 1-8: Language, 2006. Ministry of Education and Training, 2006, Ontario Ministry of Education, http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
