{"id":35,"date":"2025-03-21T13:39:30","date_gmt":"2025-03-21T13:39:30","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-the-citizen-reporter\/"},"modified":"2025-07-29T20:09:31","modified_gmt":"2025-07-29T20:09:31","slug":"lesson-the-citizen-reporter","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-the-citizen-reporter\/","title":{"raw":"Lesson: The Citizen Reporter","rendered":"Lesson: The Citizen Reporter"},"content":{"raw":"<p style=\"font-weight: 400\">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.<\/p>\r\n<strong>Grade range: 9\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/introduction-22\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/introduction-26\/\">Student Material<\/a><\/strong>\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 class periods (150 minutes)<\/strong><\/td>\r\n<td><strong>Extended Unit<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>Introduction\r\n\r\nMedia Are Constructs\r\n\r\nObstacles to Diverse Communities in Journalism\r\n\r\nRating News Sources for Diversity Representation (Part 1)<\/td>\r\n<td>Rating News Stories for Diversity Representation (Part 2)\r\n\r\nRating News Sources for Diversity Representation (Part 3)\r\n\r\nCode of Ethics for Citizen Journalism\r\n\r\nExtension Activity (Optional)<\/td>\r\n<td>Introduction\r\n\r\nMedia Are Constructs\r\n\r\nObstacles to Diverse Communities in Journalism\r\n\r\nRating News Sources for Diversity Representation (Part 1)\r\n\r\nRating News Stories for Diversity Representation (Part 2)\r\n\r\nRating News Sources for Diversity Representation (Part 3)\r\n\r\nCode of Ethics for Citizen Journalism\r\n\r\nExtension Activity (Optional)<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\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 <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/citizen-reporter-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.\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 are constructions:\r\n<ul>\r\n \t<li>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<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form:\r\n<ul>\r\n \t<li>Media convey ideological messages about values, power and authority often reflecting an imbalance in the representation of historically under-represented groups<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How do journalists gather news?<\/li>\r\n \t<li>What decisions are made in the gathering and transmitting of news media?<\/li>\r\n \t<li>What is citizen journalism, and how does it compare to mainstream news media?<\/li>\r\n \t<li>How does diversity (or a lack thereof) impact the construction of news stories?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Ethics and empathy: The ethical responsibilities of journalists and how an absence of diverse voices negatively impacts the news media landscape<\/li>\r\n \t<li>Community Engagement: How to actively engage with the news industry<\/li>\r\n \t<li>Finding and Verifying: How to assess news sources and identify bias and representation<\/li>\r\n \t<li>Making and remixing: The Canadian Association of Journalists' code of ethics and how it might apply to citizen journalism<\/li>\r\n \t<li>Reading media: The impact editing choices and selection processes have on shaping news stories and the messages they convey<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Understand how citizen journalism has evolved over time<\/li>\r\n \t<li>Describe the similarities and differences between citizen journalism and mainstream news media<\/li>\r\n \t<li>Explain how the lack of diversity in traditional media impacts the framing and representation of news stories<\/li>\r\n \t<li>Analyze diversity representation in news stories from both mainstream news and citizen journalism sources<\/li>\r\n \t<li>Evaluate the potential concerns of citizen journalism<\/li>\r\n \t<li>Develop a code of ethics for citizen journalism founded in the existing Canadian Association of Journalists' code of ethics<\/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>A1. Transferable Skills<\/strong>\r\n\r\nA1.2 Student Agency and Engagement\r\n\r\nevaluate 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\r\n\r\nA2.<strong> Digital Media Literacy<\/strong>\r\n\r\nA2.1 Digital Citizenship\r\n\r\nevaluate 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\r\n\r\nA2.3 Research and Information Literacy\r\n\r\nconduct 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\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\nA2.7 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 and model cultural awareness with members of the community\r\n\r\n<strong>A3: Applications, Connections and Contributions<\/strong>\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 and analyzing 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 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\nanalyze 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\n<strong>C3. Critical Thinking in Literacy\r\n<\/strong>\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\nanalyze 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\r\n\r\nC3.5 Perspectives within Texts\r\n\r\nanalyze 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\r\n\r\nC3.6 Analysis and Response\r\n\r\nexplain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p style=\"font-weight: 400\">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.<\/p>\n<p><strong>Grade range: 9<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/introduction-22\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/introduction-26\/\">Student Material<\/a><\/strong><\/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 class periods (150 minutes)<\/strong><\/td>\n<td><strong>Extended Unit<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>Introduction<\/p>\n<p>Media Are Constructs<\/p>\n<p>Obstacles to Diverse Communities in Journalism<\/p>\n<p>Rating News Sources for Diversity Representation (Part 1)<\/td>\n<td>Rating News Stories for Diversity Representation (Part 2)<\/p>\n<p>Rating News Sources for Diversity Representation (Part 3)<\/p>\n<p>Code of Ethics for Citizen Journalism<\/p>\n<p>Extension Activity (Optional)<\/td>\n<td>Introduction<\/p>\n<p>Media Are Constructs<\/p>\n<p>Obstacles to Diverse Communities in Journalism<\/p>\n<p>Rating News Sources for Diversity Representation (Part 1)<\/p>\n<p>Rating News Stories for Diversity Representation (Part 2)<\/p>\n<p>Rating News Sources for Diversity Representation (Part 3)<\/p>\n<p>Code of Ethics for Citizen Journalism<\/p>\n<p>Extension Activity (Optional)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\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 <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/citizen-reporter-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/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 are constructions:<\/p>\n<ul>\n<li>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&#8217;s representation of reality<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form:<\/p>\n<ul>\n<li>Media convey ideological messages about values, power and authority often reflecting an imbalance in the representation of historically under-represented groups<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How do journalists gather news?<\/li>\n<li>What decisions are made in the gathering and transmitting of news media?<\/li>\n<li>What is citizen journalism, and how does it compare to mainstream news media?<\/li>\n<li>How does diversity (or a lack thereof) impact the construction of news stories?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Ethics and empathy: The ethical responsibilities of journalists and how an absence of diverse voices negatively impacts the news media landscape<\/li>\n<li>Community Engagement: How to actively engage with the news industry<\/li>\n<li>Finding and Verifying: How to assess news sources and identify bias and representation<\/li>\n<li>Making and remixing: The Canadian Association of Journalists&#8217; code of ethics and how it might apply to citizen journalism<\/li>\n<li>Reading media: The impact editing choices and selection processes have on shaping news stories and the messages they convey<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Understand how citizen journalism has evolved over time<\/li>\n<li>Describe the similarities and differences between citizen journalism and mainstream news media<\/li>\n<li>Explain how the lack of diversity in traditional media impacts the framing and representation of news stories<\/li>\n<li>Analyze diversity representation in news stories from both mainstream news and citizen journalism sources<\/li>\n<li>Evaluate the potential concerns of citizen journalism<\/li>\n<li>Develop a code of ethics for citizen journalism founded in the existing Canadian Association of Journalists&#8217; code of ethics<\/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>A1. Transferable Skills<\/strong><\/p>\n<p>A1.2 Student Agency and Engagement<\/p>\n<p>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<\/p>\n<p>A2.<strong> Digital Media Literacy<\/strong><\/p>\n<p>A2.1 Digital Citizenship<\/p>\n<p>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<\/p>\n<p>A2.3 Research and Information Literacy<\/p>\n<p>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<\/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>A2.7 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 and model cultural awareness with members of the community<\/p>\n<p><strong>A3: Applications, Connections and Contributions<\/strong><\/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 and analyzing 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 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>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><strong>C3. Critical Thinking in Literacy<br \/>\n<\/strong><\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p>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<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p>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<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p>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<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":2,"menu_order":14,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-35","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/35","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":4,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/35\/revisions"}],"predecessor-version":[{"id":829,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/35\/revisions\/829"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/35\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/media?parent=35"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter-type?post=35"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/contributor?post=35"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/license?post=35"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}