Detailed Sample Task: Stage II
CLB 7 - Listening Comprehending Instructions
Digital Literacy
Real-World Task
Watch a video about ways to spot the differences between authentic and fake images online.
Planning Context
Helpful Knowledge:
- General knowledge about types of social media and experience using social media platforms.
- Some experience with misinformation or fake news.
- Some knowledge of common verified news sources in Canada.
Context:
- Social media and the internet are useful communication tools and resources of information, but also present challenges as content is often unfiltered and unverified. It is essential to understand how to recognize images that have been manipulated to spread misinformation or fake news.
Vocabulary and Grammar
Sample Vocabulary:
- digital media
- social media
- gif/ meme
- newsfeed
- content
- digital citizenship
- edit/ photoshop
- hashtag
- misinformation
- fake news
- bots
- clickbait
- follower
- deception / deceptive / to deceive
- deepfake
Sample Grammar:
- Passive voice (highlighting actions of unknown subjects).
- Signposts to signal transitions between subtopics.
- Signposts and imperatives to signal actionable steps.
Knowledge and Strategies
Textual and Functional Knowledge:
- Identify parts of a video.
- Identify the use of signposts to signal transitions between topics or subtopics.
- Identify main ideas and subtopics.
- Recognize vocabulary common to the topic.
- Identify passive voice.
- Identify recommended actions and tips.
Sociolinguistic Knowledge:
- Understand popular social media platforms and sources of online information in Canada.
- Understand unintended professional consequences of sharing unverified images or information on your personal social media.
- Understand socially acceptable boundaries of humour and sarcasm online.
Activities and Tasks
Sample Skill-Building Activities:
- Elicit learners’ experiences with social media and news sharing online.
- Watch a short video about digital citizenship.
- Read an article about digital safety and common concerns about fake images online.
- Identify phrases used to give tips and share strategies (imperatives and signposts).
- In a group, create a list of tips from the article.
- Watch a video about ways to search for more information about an image (such as CRTL-F: Skill: Check Other Sources or CRTL-F: Skill: Advanced Claim Check) and identify the main idea and purpose.
- Rewatch the video to identify details and steps using signposts.
- Make a list of tips from the videos.
- Search social media hashtags on common social media, such as Facebook, Instagram, TikTok and so on, and try using tips to guess if an image is fake.
- Have learners choose an image from Facebook, Instagram, TikTok and so on and do a reverse image search.
- Have learners choose an image from Facebook, Instagram, TikTok and so on and search for alternate sources of information as advised in the video (Snopes, Wikipedia, news stories and so on) and compare results.
Sample Skill-Using Tasks:
- Watch a short video about recognizing altered images and answer questions about the main idea and key details (what strategies to use or actions to take).
Sample Assessment Tasks:
- Watch a video about ways to spot the differences between authentic and fake images online.
Teaching Considerations
Cultural Considerations:
- The proliferation of images on the internet makes it challenging to discern between authentic and fake content, and cultural factors can play a role in how learners perceive and interpret images, influencing their ability to distinguish between what is genuine and what is fabricated. Understanding cultural considerations can help address issues related to the spread of misinformation and fake images online. Some of these considerations include perceptions of authority, such as unquestioningly trusting images from government or politicians, or appropriacy, such as images that are deemed acceptable in one culture but offensive in another. Awareness of these factors and developing intercultural competence around them can help increase digital safety.
- Discuss common employer expectations around online professionalism, even when it comes to personal social media outside of the workplace.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline knowledge and digital skills.
Learners may need to:
- Locate, navigate and use websites.
- Scan online resources to find information.
- Evaluate online research results.
- Interpret information from online sources, such as statistics, graphs or charts.
- Identify safe and reliable sources of information and news.
- Understand safe use of the internet and social media.
- Recognize online scams and phishing through messaging on social media platforms, email or phone calls.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Teach reading strategies, such as skimming and scanning, to find information on websites.
- Share knowledge and strategies to ensure online safety.
- Use digital tools, such as translation or pronunciation tools, to support language learning and foster autonomous learning.
- Refer learners to programs to improve their digital skills.
Equity, Diversity, Inclusion and Indigenization Strategies:
Instructors can:
- Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
- Ensure digital resources used are accessible to all learners.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Discussions of scams and fraud may be triggering for learners who have experienced trauma, especially those who have lost their homes, possessions, and or money. Make space for learners to feel safe and recover from the experience of sharing their experiences.
Strategies:
- Learners have the right to choose if, when and what they share about themselves.
- Give learners advance warning of discussions of this topic.
- Make space for learners to feel safe and recover from the experience of sharing their experiences.
- Giving learners the knowledge, skills and language to access resources can be empowering.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Invite a digital safety expert as a guest speaker.
- Attend a digital safety workshop at a library or community centre.
- Use a website like Snopes to factcheck the source of a meme, picture or other social media post.
- Watch select clips from The Dilemma – The Social Dilemma.
- Take notes and summarize key details from online safety presentations.
- Read a workplace internet and social media use policy.
Realia:
- Government of Canada: Get Cybersafe
- Media Smarts: https://mediasmarts.ca/
- Use social media posts and hashtag searches as examples
Units and Modules:
- Avenue Course Builder: Select the theme Digital Literacy,
and CLB 5, 6, 7 and 8 for units (adapt for the CLB level you teach).
- CLB 4-7 Internet Information
- CLB 4-7 Internet Safety
- CLB 5+ Taking Notes While Listening
Lessons and Activities:
Multimedia:
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
