{"id":563,"date":"2026-05-08T16:36:50","date_gmt":"2026-05-08T16:36:50","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/front-matter\/lesson-avatars-and-body-image\/"},"modified":"2026-06-23T14:12:34","modified_gmt":"2026-06-23T14:12:34","slug":"lesson-avatars-and-body-image","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/front-matter\/lesson-avatars-and-body-image\/","title":{"raw":"Lesson: Avatars and Body Image","rendered":"Lesson: Avatars and Body Image"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, lesson students are introduced to the concept of [pb_glossary id=\"1342\"]avatar[\/pb_glossary]s and share their experiences creating and playing avatars in video games and virtual worlds. They then create avatars using a program that is intentionally limited in termsof available body types and gender markers, first creating an avatar of their own gender and then of a different gender, and then discuss the program and relate it to representations of gender and body image in games and virtual worlds and in other media. Students then create avatars using a much more flexible version of the program and\u00a0 compare that experience to the more limited version. Finally, they design [pb_glossary id=\"748\"]paper prototype[\/pb_glossary]s of avatar makers that have the [pb_glossary id=\"872\"]features[\/pb_glossary]s they consider to be most important.\r\n<\/span>\r\n\r\n<strong>Grade range: 7-8\r\n<\/strong>\r\n\r\n<strong>Teacher Material: <\/strong><a href=\"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/chapter\/what-are-avatars\/\">https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/chapter\/what-are-avatars\/<\/a>\r\n\r\n<strong>Student Material: <\/strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringwrdsb\/chapter\/what-are-avatars-2-2\/\">https:\/\/textbook.mediasmarts.ca\/discoveringwrdsb\/chapter\/what-are-avatars-2-2\/<\/a>\r\n\r\n&nbsp;\r\n\r\n<strong>Time Frame<\/strong>\r\n<table border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>One class period (75 minutes)<\/strong><\/td>\r\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>&nbsp;\r\n\r\nWhat are Avatars?\r\n\r\nMaking Avatars\r\n\r\nAvatars andGender\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>&nbsp;\r\n\r\nWhat are Avatars?\r\n\r\nMaking Avatars\r\n\r\nAvatars and Gender\r\n\r\nAvatar Prototype\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\r\n \t<li>Make sure that students are able to access the interactive activities.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nA printable version of this lesson is available <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/avatars-and-body-image\">here<\/a>.\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia have social and political implications:\r\n<ul>\r\n \t<li>Media representations can influence our body image and our understandings of diversity and gender<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use\r\n<ul>\r\n \t<li>The design of different [pb_glossary id=\"1171\"]platforms[\/pb_glossary] influence how we use them<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How do choices in avatar making influence how we play games?<\/li>\r\n \t<li>How do choices in avatar making influence how we think about body image, gender and diversity?<\/li>\r\n \t<li>How could we design more inclusive avatar makers?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: Features and limitations of avatar design systems<\/li>\r\n \t<li>Media represention: Issues relating to representing in games<\/li>\r\n \t<li>Community engagement: Ways of reading against media representations of diversity<\/li>\r\n \t<li>Making and remixing: Paper prototyping\r\n<ul>\r\n \t<li>Key vocabulary:\u00a0[pb_glossary id=\"142\"]avatar[\/pb_glossary],\u00a0[pb_glossary id=\"137\"]features[\/pb_glossary],\u00a0[pb_glossary id=\"132\"]paper prototype[\/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: Create paper prototypes of an improved avatar design system<\/li>\r\n \t<li>Understand: Analyze representation issues in video games<\/li>\r\n \t<li>Engage: Consider ways of pushing back and reading against [pb_glossary id=\"131\"]stereotype[\/pb_glossary]s in media<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.4 Forms, Conventions and Techniques\r\n\r\nevaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts\r\n\r\nA2.5 Media, Audience, and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production\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 and proposing innovative solutions\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension (Understanding and Responding to Texts)<\/strong>\r\n\r\n<strong>C1 Knowledge About Texts<\/strong>\r\n\r\nC1.2 Text Forms and Genres\r\n\r\n<em>Grade 7: <\/em>analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning\r\n\r\n<em>Grade 8: <\/em>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\n<em>Grade 7: <\/em>analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n<em>Grade 8:<\/em> evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\n<em>Grade 7: <\/em>analyze cultural elements that are represented in various texts, including values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations with others\r\n\r\n<em>Grade 8:<\/em> analyze cultural elements that are represented in various texts, including norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text\r\n\r\nC3.5 Perspectives within Texts\r\n\r\n<em>Grade 7: <\/em>explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\n<em>Grade 8:<\/em> analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\nC3.6 Analysis and Response\r\n\r\n<em>Grade 7: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented\r\n\r\n<em>Grade 8:<\/em> analyze how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and identify different positions presented\r\n\r\n<strong>Strand D: Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\n<strong>D1 Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1Purpose and Audience\r\n\r\n<em>Grade 7:<\/em> identify the topic, purpose, and audience for various texts they plan to create, and analyze 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\n<em>Grade 8:<\/em> identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices\r\n\r\nD1.2 Developing Ideas\r\n\r\n<em>Grade 7: <\/em>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\r\n\r\n<em>Grade 8: <\/em>generate and develop ideas and details about challenging 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\n<strong>D2 Producing Drafts\r\n<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grade 7: <\/em>draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas\r\n\r\n<em>Grade 8: <\/em>produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\nD2.4 Point of View and Perspective\r\n\r\n<em>Grade 7: <\/em>identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives\r\n\r\n<em>Grade 8:<\/em> explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, lesson students are introduced to the concept of avatars and share their experiences creating and playing avatars in video games and virtual worlds. They then create avatars using a program that is intentionally limited in termsof available body types and gender markers, first creating an avatar of their own gender and then of a different gender, and then discuss the program and relate it to representations of gender and body image in games and virtual worlds and in other media. Students then create avatars using a much more flexible version of the program and\u00a0 compare that experience to the more limited version. Finally, they design paper prototypes of avatar makers that have the featuress they consider to be most important.<br \/>\n<\/span><\/p>\n<p><strong>Grade range: 7-8<br \/>\n<\/strong><\/p>\n<p><strong>Teacher Material: <\/strong><a href=\"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/chapter\/what-are-avatars\/\">https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/chapter\/what-are-avatars\/<\/a><\/p>\n<p><strong>Student Material: <\/strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringwrdsb\/chapter\/what-are-avatars-2-2\/\">https:\/\/textbook.mediasmarts.ca\/discoveringwrdsb\/chapter\/what-are-avatars-2-2\/<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>One class period (75 minutes)<\/strong><\/td>\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>&nbsp;<\/p>\n<p>What are Avatars?<\/p>\n<p>Making Avatars<\/p>\n<p>Avatars andGender<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>&nbsp;<\/p>\n<p>What are Avatars?<\/p>\n<p>Making Avatars<\/p>\n<p>Avatars and Gender<\/p>\n<p>Avatar Prototype<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\n<li>Make sure that students are able to access the interactive activities.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>A printable version of this lesson is available <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/avatars-and-body-image\">here<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media have social and political implications:<\/p>\n<ul>\n<li>Media representations can influence our body image and our understandings of diversity and gender<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use<\/p>\n<ul>\n<li>The design of different platforms influence how we use them<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How do choices in avatar making influence how we play games?<\/li>\n<li>How do choices in avatar making influence how we think about body image, gender and diversity?<\/li>\n<li>How could we design more inclusive avatar makers?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading media: Features and limitations of avatar design systems<\/li>\n<li>Media represention: Issues relating to representing in games<\/li>\n<li>Community engagement: Ways of reading against media representations of diversity<\/li>\n<li>Making and remixing: Paper prototyping\n<ul>\n<li>Key vocabulary:\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_563_142\">avatar<\/a>,\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_563_137\">features<\/a>,\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_563_132\">paper prototype<\/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: Create paper prototypes of an improved avatar design system<\/li>\n<li>Understand: Analyze representation issues in video games<\/li>\n<li>Engage: Consider ways of pushing back and reading against <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_563_131\">stereotype<\/a>s in media<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.4 Forms, Conventions and Techniques<\/p>\n<p>evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts<\/p>\n<p>A2.5 Media, Audience, and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production<\/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 and proposing innovative solutions<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension (Understanding and Responding to Texts)<\/strong><\/p>\n<p><strong>C1 Knowledge About Texts<\/strong><\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p><em>Grade 7: <\/em>analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning<\/p>\n<p><em>Grade 8: <\/em>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p><em>Grade 7: <\/em>analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<br \/>\n<em>Grade 8:<\/em> evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in<\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p><em>Grade 7: <\/em>analyze cultural elements that are represented in various texts, including values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations with others<\/p>\n<p><em>Grade 8:<\/em> analyze cultural elements that are represented in various texts, including norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p><em>Grade 7: <\/em>explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p><em>Grade 8:<\/em> analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p><em>Grade 7: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented<\/p>\n<p><em>Grade 8:<\/em> analyze how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and identify different positions presented<\/p>\n<p><strong>Strand D: Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p><strong>D1 Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1Purpose and Audience<\/p>\n<p><em>Grade 7:<\/em> identify the topic, purpose, and audience for various texts they plan to create, and analyze 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><em>Grade 8:<\/em> identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p><em>Grade 7: <\/em>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><em>Grade 8: <\/em>generate and develop ideas and details about challenging 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><strong>D2 Producing Drafts<br \/>\n<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p><em>Grade 7: <\/em>draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas<\/p>\n<p><em>Grade 8: <\/em>produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p>D2.4 Point of View and Perspective<\/p>\n<p><em>Grade 7: <\/em>identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives<\/p>\n<p><em>Grade 8:<\/em> explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_563_1342\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_563_1342\"><div tabindex=\"-1\"><\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_563_748\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_563_748\"><div tabindex=\"-1\"><\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_563_872\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_563_872\"><div tabindex=\"-1\"><\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_563_1171\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_563_1171\"><div tabindex=\"-1\"><\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_563_142\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_563_142\"><div tabindex=\"-1\"><p>An avatar is a character that players control in a game.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_563_137\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_563_137\"><div tabindex=\"-1\"><p>Features are the things that you are able to do with an app or other tool.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_563_132\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_563_132\"><div tabindex=\"-1\"><p>A paper prototype is a drawing that shows how an app or program works. It includes all the features, and shows how they work and what happens when you use them.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_563_131\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_563_131\"><div tabindex=\"-1\"><p>Stereotyping means portraying members of a particular group in just one or a small number of roles, treating all members of a group as being the same, or emphasizing the ways in which a group is different from the (presumed) audience<\/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":10,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-563","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter\/563","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":4,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter\/563\/revisions"}],"predecessor-version":[{"id":591,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter\/563\/revisions\/591"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter\/563\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/media?parent=563"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter-type?post=563"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/contributor?post=563"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/license?post=563"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}