Lesson: The Citizen Reporter
This lesson begins with a brief history of citizen journalism and a discussion of just what it is. Students are introduced to the key media literacy concept that media are constructions that re-present reality and consider how the traditionally White makeup of Canadian journalism might affect the content of Canadian news. They then discuss the effects of the increasing ability of ordinary citizens to cover, broadcast and comment on news and compare mainstream news sources and citizen journalism in terms of accuracy, completeness and diversity representation. Students then discuss the issue of ethics in citizen journalism and develop a proposed code of ethics for citizen journalists.
Grade range: 9
Time Frame
| One class period (75 minutes) | Two class periods (150 minutes) | Extended Unit | |
| Activities | Introduction
Media Are Constructs Obstacles to Diverse Communities in Journalism Rating News Sources for Diversity Representation (Part 1) |
Rating News Stories for Diversity Representation (Part 2)
Rating News Sources for Diversity Representation (Part 3) Code of Ethics for Citizen Journalism Extension Activity (Optional) |
Introduction
Media Are Constructs Obstacles to Diverse Communities in Journalism Rating News Sources for Diversity Representation (Part 1) Rating News Stories for Diversity Representation (Part 2) Rating News Sources for Diversity Representation (Part 3) Code of Ethics for Citizen Journalism Extension Activity (Optional) |
Preparation:
- Make sure that you are able to show the embedded videos or that students are able to access the links.
- Make sure that students are able to access the interactive activities.
A printable version of this lesson is available on the MediaSmarts website.
Learning Outcomes
Big ideas/key concepts: Students will understand that…
Media are constructions:
- Media works were made by people who made choices that affect the final work. Choices like headline, topic, and portrayal of different communities shape a news story’s representation of reality
Each medium has a unique aesthetic form:
- Media convey ideological messages about values, power and authority often reflecting an imbalance in the representation of historically under-represented groups
Key questions:
- How do journalists gather news?
- What decisions are made in the gathering and transmitting of news media?
- What is citizen journalism, and how does it compare to mainstream news media?
- How does diversity (or a lack thereof) impact the construction of news stories?
Essential knowledge: Students will know…
- Ethics and empathy: The ethical responsibilities of journalists and how an absence of diverse voices negatively impacts the news media landscape
- Community Engagement: How to actively engage with the news industry
- Finding and Verifying: How to assess news sources and identify bias and representation
- Making and remixing: The Canadian Association of Journalists’ code of ethics and how it might apply to citizen journalism
- Reading media: The impact editing choices and selection processes have on shaping news stories and the messages they convey
Performance tasks: Students will be able to…
- Understand how citizen journalism has evolved over time
- Describe the similarities and differences between citizen journalism and mainstream news media
- Explain how the lack of diversity in traditional media impacts the framing and representation of news stories
- Analyze diversity representation in news stories from both mainstream news and citizen journalism sources
- Evaluate the potential concerns of citizen journalism
- Develop a code of ethics for citizen journalism founded in the existing Canadian Association of Journalists’ code of ethics
Curriculum Connections
Strand A: Literacy Connections and Applications
A1. Transferable Skills
A1.2 Student Agency and Engagement
evaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential
A2. Digital Media Literacy
A2.1 Digital Citizenship
evaluate and 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
A2.3 Research and Information Literacy
conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations
A2.4 Forms, Conventions, and Techniques
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
A2.7 Community and Cultural Awareness
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 and model cultural awareness with members of the community
A3: Applications, Connections and Contributions
A3.2 Identity and Community
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 and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
Strand C: Comprehension (Understanding and Responding to Texts)
C1. Knowledge about Texts
C1.2 Text Forms and Genres
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
C3. Critical Thinking in Literacy
C3.4 Analyzing Cultural Elements of Texts
analyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, pastimes, 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
C3.5 Perspectives within Texts
analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias
C3.6 Analysis and Response
explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented