Equity, Social Justice & Civic Action · Term 4

Media Literacy and Disinformation

Analyzing the role of media in shaping public opinion and the threat of disinformation in a democratic society.

About This Topic

In the digital age, media literacy is a vital 'civic skill' for a healthy democracy. In the Ontario curriculum, students analyze how media, from traditional news to social media algorithms, shapes our understanding of the world and our opinions on social justice issues. They investigate the threat of 'disinformation' and 'fake news' and the role of 'echo chambers' in polarizing our society.

Students also explore the concept of 'bias' and how to identify it in themselves and in the media they consume. They investigate how algorithms are designed to 'keep us clicking' and how this can lead to the spread of radical or extremist views. This topic is best explored through 'fact-checking' challenges and collaborative investigations into 'viral' stories, helping students develop the 'critical thinking' they need to be informed and active citizens.

Active Learning Ideas

Inquiry Circle: The Fact-Check Challenge

Groups are given a 'viral' news story or social media post and must use 'lateral reading' and fact-checking sites to determine if it's true, false, or 'misleading.' they must present their 'evidence' and a 'verdict.'

⏱ 50 min·Small Groups

Generate mission

Simulation Game: The Algorithm Game

Students act as 'Algorithms' for a social media company. They are given 'user profiles' and must 'feed' them content that will keep them on the site as long as possible, discussing the 'ethical' consequences of their choices.

⏱ 45 min·Small Groups

Generate mission

Think-Pair-Share: My Echo Chamber

Pairs look at their own 'social media feeds' and identify three ways they are being 'fed' content that they already agree with. They brainstorm three ways to 'break out' of their echo chamber and share their 'media diet' plan.

⏱ 30 min·Pairs

Generate mission

Watch Out for These Misconceptions

Common Misconception

If a story is 'viral' and lots of people are sharing it, it must be true.

What to Teach Instead

Viral stories are often designed to trigger an 'emotional response' rather than to be accurate. A 'Sift' (Stop, Investigate, Find, Trace) activity can help students develop the habit of checking before they share.

Common Misconception

Bias is something that 'other people' have, but I am 'neutral.'

What to Teach Instead

Everyone has bias, and it's built into our brains and our media. A 'Bias Self-Audit' can help students identify their own 'blind spots' and learn to look for multiple perspectives on any issue.

Frequently Asked Questions

How does media literacy fit into the Ontario Equity curriculum?

It is a core part of the 'Foundations' strand. It teaches students the 'critical skills' they need to navigate a complex information environment and to participate effectively in democratic life.

How can active learning help students understand algorithms?

By having students 'act' as an algorithm, making choices about what to show a 'user' based on 'engagement', they see that algorithms aren't 'neutral.' They realize that the 'goal' of the media company (profit) can conflict with the 'goal' of a healthy democracy (truth).

What is 'Lateral Reading'?

It's the practice of 'leaving the site' you're on to see what *other* sites say about it. It's the most effective way to check the credibility of a source in the digital age.

What is a 'Deepfake'?

It's a video or audio recording that has been 'manipulated' using AI to make someone look or sound like they're saying or doing something they didn't. It's a powerful and dangerous new tool for disinformation.

Browse curriculum by country

• Americas
• US
• CA
• MX
• CL
• CO
• BR

• Europe
• UK
• IE
• FR
• DE
• ES
• IT
• NL
• PT
• SE

• Asia & Pacific
• IN
• SG
• AU