{"id":32,"date":"2025-02-03T16:30:31","date_gmt":"2025-02-03T16:30:31","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-behaving-ethically-online\/"},"modified":"2025-07-29T19:54:41","modified_gmt":"2025-07-29T19:54:41","slug":"lesson-behaving-ethically-online","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-behaving-ethically-online\/","title":{"raw":"Lesson: Behaving Ethically Online","rendered":"Lesson: Behaving Ethically Online"},"content":{"raw":"In this lesson, students are introduced to the idea that \u201chot\u201d emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people. Students then read scenarios that portray two sides of an online conflict and consider how to resolve them, using their discussion to build a list of tools for emotional management and conflict resolution online. Finally, students create a comic that explains and reminds them of one of those tools.\r\n\r\n<strong>Grade range: <\/strong>4-6<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/hot-and-cold-emotions\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/what-do-hot-emotions-feel-like\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 811px\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 99px\"><\/td>\r\n<td style=\"width: 300px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td style=\"width: 393px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\r\n<td style=\"width: 19px\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 99px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 300px\">&nbsp;\r\n\r\nHot and Cold Emotions\r\n\r\nEmpathy Traps\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 393px\">&nbsp;\r\n\r\nHot and Cold Emotions\r\n\r\nEmpathy Traps\r\n\r\nEthics and Empathy Comics\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 19px\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n\r\nMake sure that students are able to access the interactive activities.\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/behaving-ethically-online-ethics-empathy\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n<div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\"><header><\/header>\r\n<div>\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nInteractions through digital media have real impact\r\n<ul>\r\n \t<li>Things we say and do to people online can affect their feelings<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use\r\n<ul>\r\n \t<li>It is hard to recognize how we and others are feeling when we're online<\/li>\r\n \t<li>We often don't know everything that affects how people are feeling online<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How can we manage our feelings online?<\/li>\r\n \t<li>How can we make sure to help and not hurt people when we're online?<\/li>\r\n<\/ul>\r\nFrequent student misconceptions: You should always \"stand up\" and do something public when you witness cyberbullying\r\n\r\n<em>Essential knowledge<\/em>: Students will know\u2026\r\n<ul>\r\n \t<li>Ethics and empathy: Signs of \"hot\" emotions and strategies for managing them<\/li>\r\n \t<li>Making and remixing: Using comics techniques to explore ethics and empathy\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"773\"]empathy[\/pb_glossary], [pb_glossary id=\"742\"]offline[\/pb_glossary],\u00a0[pb_glossary id=\"741\"]online[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Use: Use digital tools safely and ethically; make a media work that demonstrates their learning<\/li>\r\n \t<li>Understand: Analyze how digital media make it hard to identify our and others' emotions<\/li>\r\n \t<li>Engage: Develop best practices for avoiding empathy traps and interacting ethically online<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that we often don't know everything that's going on in someone's life that might be affecting how they feel online<\/li>\r\n \t<li>We will learn how to recognize when we're having strong emotions and smart ways to handle them<\/li>\r\n \t<li>We will learn that\u00a0we don't always have to do something public when we see cyberbullying - there are different ways to help<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n&nbsp;\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A1 Transferable Skills<\/strong>\r\n\r\nA1.1 Receptive and Expressive Communication\r\n\r\nexplain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms\r\n\r\nA1.2 Student Agency and Engagement\r\n\r\nevaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential\r\n\r\n<strong>A2 Digital Media Literacy<\/strong>\r\n\r\nA2.1 Digital Citizenship\r\n\r\nexplain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities\r\n\r\nA2.2 Online Safety, Well-Being and Etiquette\r\n\r\ndemonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission\r\n\r\nA2.6 Innovation and Design\r\n\r\nselect and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions\r\n\r\nA2.7 Community and Cultural Awareness\r\n\r\ncommunicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community\r\n\r\n<strong>A3 Applications, Connections, and Contributions<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\nexplain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication\r\n\r\nA3.2 Identity and Community\r\n\r\ndemonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong>\r\n\r\n<strong>D1. Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\nidentify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\nD1.4 Organizing Content\r\n\r\n<em>Grades 4-5: <\/em>select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium\r\n\r\n<em>Grade 6:<\/em> classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium\r\n\r\n<strong>D2. Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies\r\n\r\n<em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies\r\n\r\nD2.6 Editing and Proofreading\r\n\r\n<em>Grades 4-5: <\/em>edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; use a word processor to edit texts\r\n\r\n<em>Grade 6:<\/em> edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar-checkers\r\n\r\n<strong>D3 Publishing, Presenting, and Reflecting<\/strong>\r\n\r\nD3.1 Producing Final Texts\r\n\r\n<em>Grade 4: <\/em>produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect\r\n\r\n<em>Grade 5: <\/em>produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\n<em>Grade 6: <\/em>produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>In this lesson, students are introduced to the idea that \u201chot\u201d emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people. Students then read scenarios that portray two sides of an online conflict and consider how to resolve them, using their discussion to build a list of tools for emotional management and conflict resolution online. Finally, students create a comic that explains and reminds them of one of those tools.<\/p>\n<p><strong>Grade range: <\/strong>4-6<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/hot-and-cold-emotions\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/what-do-hot-emotions-feel-like\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 811px\">\n<tbody>\n<tr>\n<td style=\"width: 99px\"><\/td>\n<td style=\"width: 300px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td style=\"width: 393px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\n<td style=\"width: 19px\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 99px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 300px\">&nbsp;<\/p>\n<p>Hot and Cold Emotions<\/p>\n<p>Empathy Traps<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 393px\">&nbsp;<\/p>\n<p>Hot and Cold Emotions<\/p>\n<p>Empathy Traps<\/p>\n<p>Ethics and Empathy Comics<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 19px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<p>Make sure that students are able to access the interactive activities.<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/behaving-ethically-online-ethics-empathy\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<header><\/header>\n<div>\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Interactions through digital media have real impact<\/p>\n<ul>\n<li>Things we say and do to people online can affect their feelings<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use<\/p>\n<ul>\n<li>It is hard to recognize how we and others are feeling when we&#8217;re online<\/li>\n<li>We often don&#8217;t know everything that affects how people are feeling online<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How can we manage our feelings online?<\/li>\n<li>How can we make sure to help and not hurt people when we&#8217;re online?<\/li>\n<\/ul>\n<p>Frequent student misconceptions: You should always &#8220;stand up&#8221; and do something public when you witness cyberbullying<\/p>\n<p><em>Essential knowledge<\/em>: Students will know\u2026<\/p>\n<ul>\n<li>Ethics and empathy: Signs of &#8220;hot&#8221; emotions and strategies for managing them<\/li>\n<li>Making and remixing: Using comics techniques to explore ethics and empathy\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_32_773\">empathy<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_32_742\">offline<\/a>,\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_32_741\">online<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Use: Use digital tools safely and ethically; make a media work that demonstrates their learning<\/li>\n<li>Understand: Analyze how digital media make it hard to identify our and others&#8217; emotions<\/li>\n<li>Engage: Develop best practices for avoiding empathy traps and interacting ethically online<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that we often don&#8217;t know everything that&#8217;s going on in someone&#8217;s life that might be affecting how they feel online<\/li>\n<li>We will learn how to recognize when we&#8217;re having strong emotions and smart ways to handle them<\/li>\n<li>We will learn that\u00a0we don&#8217;t always have to do something public when we see cyberbullying &#8211; there are different ways to help<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>&nbsp;<\/p>\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A1 Transferable Skills<\/strong><\/p>\n<p>A1.1 Receptive and Expressive Communication<\/p>\n<p>explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms<\/p>\n<p>A1.2 Student Agency and Engagement<\/p>\n<p>evaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential<\/p>\n<p><strong>A2 Digital Media Literacy<\/strong><\/p>\n<p>A2.1 Digital Citizenship<\/p>\n<p>explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities<\/p>\n<p>A2.2 Online Safety, Well-Being and Etiquette<\/p>\n<p>demonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission<\/p>\n<p>A2.6 Innovation and Design<\/p>\n<p>select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions<\/p>\n<p>A2.7 Community and Cultural Awareness<\/p>\n<p>communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community<\/p>\n<p><strong>A3 Applications, Connections, and Contributions<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>explain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication<\/p>\n<p>A3.2 Identity and Community<\/p>\n<p>demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong><\/p>\n<p><strong>D1. Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p>identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p><em>Grades 4-5: <\/em>select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium<\/p>\n<p><em>Grade 6:<\/em> classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium<\/p>\n<p><strong>D2. Creating Texts<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p><em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p><em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p>D2.6 Editing and Proofreading<\/p>\n<p><em>Grades 4-5: <\/em>edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; use a word processor to edit texts<\/p>\n<p><em>Grade 6:<\/em> edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar-checkers<\/p>\n<p><strong>D3 Publishing, Presenting, and Reflecting<\/strong><\/p>\n<p>D3.1 Producing Final Texts<\/p>\n<p><em>Grade 4: <\/em>produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect<\/p>\n<p><em>Grade 5: <\/em>produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p><em>Grade 6: <\/em>produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_32_773\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_32_773\"><div tabindex=\"-1\"><p>Feeling what other people feel (affective empathy) or recognizing how other people feel (cognitive empathy)<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_32_742\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_32_742\"><div tabindex=\"-1\"><p>Things that don\u2019t happen on the internet are offline.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_32_741\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_32_741\"><div tabindex=\"-1\"><p>When you\u2019re using the internet you are online.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":17,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-32","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/32","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":10,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/32\/revisions"}],"predecessor-version":[{"id":1611,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/32\/revisions\/1611"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/32\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/media?parent=32"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter-type?post=32"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/contributor?post=32"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/license?post=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}