We can all agree that digital literacy keeps people safe online and reduces the dangers of fake news. As social media and AI continue to advance, fake news continues to advance as well. It is more difficult than ever to distinguish what is real and what is fake online. Therefore, it is crucial to introduce and continually offer opportunities for students to enhance their digital literacy in the classroom in meaningful curricular ways.
Social Studies Connections
In order to create a classroom culture that promotes digital literacy, it is important that digital literacy is seen within the routines and conversations happing throughout the classroom. One way to incorporate digital literacy awareness in the classroom could be to explore the New York Times Student News Quiz on a weekly basis. This quiz not only promotes a deeper understanding of fake news, it also encourages students to see value in keeping up with current events on a local, national, and global scale.
Related Social Studies outcomes from the Saskatchewan Curriculum:
- PA6.1 – Examine the relationship between an individual’s power and authority and the power and authority of others.
- IN7.1 – Investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar and Pacific Rim countries.
- DR8.3 – Assess how historical events in Canada have affected the present Canadian identity
Science Connections
Inquiry based learning is a key element of the Saskatchewan Science curriculum across grade levels. The Saskatchewan Grade 6 Science Curriculum states, “The process provides opportunities for students
to become active participants in a collaborative search for meaning and understanding.” In order for students to truly be active participants in their learning, it is crucial that they have a strong understanding on how to pick out fake news during inquiry related research. Therefore, inquiry is a natural way to bring up fake news awareness in the classroom. Some options to enhance discussions about fake news when conducting research include:
- Exploring the quiz, Break the Fake, with students
- Teaching Students about Fact Checking Organizations
Related inquiry based Science outcomes from the Saskatchewan Curriculum:
- SS6.1 – Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and comets. (CP, SI)
- EC7.2 – Identify locations and processes used to extract Earth’s geological resources and examine the impacts of those locations and processes on society and the environment. (SI, DM, CP)
- WS8.1 – Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems.
Health Education Connections
Health education discusses themes of relationship building, personal biases, and stereotyping. A great way to discuss bias with students, is to do it from the perspective of pollical bias found in news companies. Working through the Media Bias Chart with students can be an effective way to start the conversation about bias in their own lives while also naturally incorporating digital literacy into the classroom.
Related Health Education outcomes from the Saskatchewan Curriculum:
- USC7.7 – Investigate and express an understanding of possible discrepancies in morals (e.g., beliefs, ethics, virtues, understanding of right/wrong) that may determine and/or affect the commitment to the well-being of self, family, community, and the environment.
- USC8.2 – Analyze how personal prejudices/biases, and habits of mind shape assumptions about family identities, structures, roles, and responsibilities.
Incorporating NCTE Framework in the Classroom
The summarized elements of the NCTE Framework include:
- Participate in online communities
- Explore and engage critically with a variety of texts
- Consume, curate, and create actively across contexts
- Equitable access to information
- Build intentional global and cross-cultural connections
- Recognize the bias and privilege present in the interactions
- Examine the rights, responsibilities, and ethical implications of the use and creation of information
- Determine how narratives and counter narratives are amplified
- Recognize and honor the multilingual literacy identities and culture experiences individuals bring to learning environments
I believe that by creating authentic experiences for students that are related to various areas of the curriculum, the NCTE Framework will be meaningfully introduced and used within the classroom environment and students will be continuing to strengthen their digital literacy.
3 Comments
Carys Moffatt
I love how you looked at the different subjects that students can explore the digital world with. The more we incorporate technology into the students learning, the more they’ll be able to distinguish fake news from reality.
Poonam .
Thank you for such a rich and well-structured post! I really appreciated how you connected digital literacy across multiple subjects—especially Social Studies, Science, and Health.
I also love how you included interactive resources like the NYT Student Quiz and Break the Fake. These are excellent ways to make students engage critically with media in a fun, relevant way.
Thanks for the inspiration—I’ll definitely be borrowing some of these ideas for my own practice!
Chandre Lerat-Yew
Thanks for connecting digital literacy to specific outcomes in the curriculum. It’s so important to help students develop the skills to navigate fake news, especially as it becomes harder to distinguish truth from misinformation. I really like the Media Bias Chart; it’s a great way to engage students in understanding bias and misinformation!