Media Literacy

“Media literacy” is the result of study of the art and messaging of various forms of media texts. Media texts can be understood to include any work, object, or event that communicates meaning to an audience. Most media texts use words, graphics, sounds, and/or images, in print, oral, visual, or electronic form, to communicate information and ideas to their audience. Whereas traditional literacy may be seen to focus primarily on the understanding of the word, media literacy focuses on the construction of meaning through the combination of several media “languages” – images, sounds, graphics, and words. Understanding how media texts are constructed and why they are produced enables students to respond to them intelligently and responsibly.

Students must be able to:
• differentiate between fact and opinion;
• evaluate the credibility of sources;
• recognize bias;
• be attuned to discriminatory portrayals of individuals and groups;
• question depictions of violence and crime;
• critically interpret the messages they receive through the various media and to use these media to communicate their own ideas effectively as well.
Students should have opportunities to view, analyse, and discuss a wide variety of media texts and relate them to their own experience. They should also have opportunities to use available technologies to create media texts of different types (e.g., computer graphics, cartoons, graphic designs and layouts,radio plays, short videos, web pages).

The Media Literacy strand has four overall expectations, as follows;
Students will:
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

 

Adapted from: The Ontario Curriculum, Grades 1-8, Language 2006

In the following video from curriculum.org, a primary classroom explores the message in an environmental video and deconstructs the techniques used by the creator in order to extend these techniques into their own writing.

Media Literacy – Primary

media video image

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