Media Literacy Unit

with Canvas LMS

Case Study

The Challenge

In a digital environment shaped by algorithms, viral content, and rapid information sharing, many learners lack the skills needed to evaluate media critically.

The challenge was to design a course that would:

• address a clear performance gap in media literacy;
• engage learners without reinforcing political bias;
• move beyond awareness into real-world application.

This required balancing critical thinking, neutrality, and relevance in a highly polarized context

 

My Approach

I designed the course as a structured, learner-centered experience that emphasizes application and reflection.

• Performance-based design: The course targets a real-world gap in critical evaluation skills and focuses on decision-making, not just content knowledge.
• Backward design: Learning objectives guide each lesson, with aligned activities, discussions, and assessments.

• Modular structure: The course is organized into four lessons that progressively build understanding:

  • understanding misinformation;
  • recognizing how it spreads;
  • fact-checking sources;
  • evaluating images and media.
• Authentic assessment: Learners analyze real-world examples, reflect on their own media habits, and apply verification tools.
• Inclusive design: Content is presented through multiple formats (video, text, discussion, interaction) to support diverse learners.

 

The Solution

The final product is a four-part Canvas course that includes:

• interactive activities analyzing headlines, posts, and media content;
• discussion prompts connecting course concepts to learners’ real-world experiences;
• quizzes and classification tasks assessing understanding of key concepts;
• tool-based practice, including media bias ratings, fact-checking sites, and reverse image search;
• scenario-based reflection, exploring consequences of misinformation in personal and community contexts.

The course is designed for high school learners but can be adapted for adult learners, making it flexible across contexts.

 

Results & Reflection

This project emphasized the importance of designing for transfer, helping learners apply skills beyond the course itself.

It reinforced several key ideas:

• Critical thinking skills develop through practice and reflection, not just instruction.
• Learners benefit from working with real, relevant examples, even when topics are complex or sensitive.
• Designing for neutrality requires careful selection of materials and framing.

It also highlighted how a well-structured LMS course can support both independent learning and classroom integration.

 

Design Process Materials

• Project Proposal

• Course Syllabus