Each Atlantic Province follows closely the Atlantic Provinces Education Foundation Framework for English Language Arts. In this Framework, media literacy is integrated throughout the English Language Arts curriculum under the general learning outcomes of Speaking and Listening, Reading and Viewing and Writing and Other Ways of Representing.

The following excerpt from Atlantic Canada English Language Arts Curriculum, Grades 7-9, details how media education has been integrated into the Atlantic curriculum.

For specific, media-related outcomes and supporting resources for individual grade levels, see the sidebar.(Note: as many of our lessons can be adapted to suit different grade levels, specific lessons may be listed for more than one grade. Teachers should also note that individual lessons will often satisfy a number of learning outcomes.)

The Role of Media Literacy in the English Language Arts Curriculum: Kindergarten to Grade 6

The influence of media, such as TV, film, videos, magazines, computer games, and popular music, is pervasive in the lives of students today. It is important therefore, that, beginning in the primary grades, students learn to use media resources critically and thoughtfully.

Media literacy is a form of critical thinking that is applied to the message being sent by the mass media. In the primary grades, students can begin to develop media literacy by asking themselves questions such as the following:

• What is the message?

• Who is sending the message?

• Why is the message being sent?

• How is the message being sent?

• Who is the intended audience?

Students make sense of media messages based on their prior knowledge and experiences. After considering their personal connections, they can learn to analyse and evaluate the ideas, values, techniques, and contexts of media messages. Media literacy activities should be integrated into the curriculum.

The following are some examples of such activities appropriate for the primary grades:

Print

Have students:

• compare a print version of a story to a film version

• write something for a class or school newspaper

• produce a class book of poetry or stories

• examine the format and features of children’s magazines

• visit a newspaper office

Sound

Have students:

• respond personally to audio tapes

• produce announcements for the school public address system

• produce a play with sound effects and share with another class through the school public address system

• visit a local radio station

Images

Have students:

• before watching a film or video, brainstorm what they already know, and pose questions they would like answered

• respond personally to a video or film

• write the print "captions" for a variety of images

• make a collage of pictures to reflect a feeling or a theme

• write a story to go with a photograph or painting

• keep a television viewing log

• discuss favourite TV programs (categorize as real or make-believe; for children or for adults)

• graph viewing habits – kinds of programs the class likes best/least

• discuss commercials (What kinds of products are advertised in the shows students watch?

• ask: who are the advertisements aimed at? What words or phrases do students notice? What techniques do companies use to sell their products?

• create visual images to go with a story, book, or poem and discuss reasons for choices

• visit a television studio

Atlantic Canada English Language Arts Curriculum Entry - Grade 6