The Fall 2026 issue of EngagED Learning focuses on media and information literacy, with critical thinking running through the entire magazine.
Across the issue, educators, researchers and organizations look at how schools can help students question sources, recognize misinformation, understand how algorithms influence what they see online and think more carefully about what they post and share.
Two centrefold posters, one for elementary students and one for secondary students, offer simple habits for checking information before believing, sharing or commenting on it.
Media literacy does not end when students leave school. Their digital habits are also shaped at home and in the online spaces they use every day.
Kazi Liza of Florida International University looks at how everyday conversations at home can strengthen digital literacy and critical thinking. Her article also suggests simple ways schools can help families take part, whether through discussion prompts, newsletters or short workshops.
Several articles are grounded in real classroom experiences.
At École secondaire de Rochebelle in Québec, teacher Simon Duguay describes a project in which Grade 7 students configured a generative AI system to moderate comments on fictional social media posts. As they adjusted their prompts and reviewed the AI’s mistakes, students had to think about online hate, freedom of expression, automation and the limits of AI.
In mathematics, science and technology classes, Stéphanie Rioux and Geneviève Trudel of Québec’s RÉCIT network suggest using generative AI as a “Socratic bot.” Instead of giving students the answer, the tool is set up to ask questions that encourage them to explain their reasoning, justify their thinking and keep working through a problem.
The issue also looks at AI literacy from a broader system perspective. Indra Kubicek, CEO of Digital Moment, presents the organization’s Draft AI Literacy Framework for Canadian elementary and secondary education. The framework makes the case that AI literacy cannot rest on classroom teachers alone. Professional learning, leadership, policy, infrastructure, ethics and family engagement all need to be part of the picture.
Other articles offer structures that schools can adapt to their own context.
Sonia Lefebvre and Maude Bédard present seven ways to approach media literacy, from questioning credibility and media influence to exploring ethics and content creation. Another article proposes a progression across the three elementary school cycles, moving from basic digital skills and personal data protection to source evaluation, copyright, citation and bibliography.
Chris Colley of LEARN brings in a Québec perspective on meaningful digital literacy. His article connects the province’s Digital Competency Framework with classroom practice, AI literacy, ethical citizenship and family conversations.
The issue also addresses digital identity and online footprints, including a simple idea students can work with: actions leave traces, traces shape perceptions, and perceptions can have consequences.
Audrey Miller’s article, Prevention Over Cure: Media Literacy in the Age of AI, adds another layer by looking at privacy, deepfakes, AI-generated misinformation and the value of building good habits before problems arise.
Teachers, instructional coaches, school leaders and other education professionals who support students in developing critical thinking, media literacy and responsible digital habits.
Yes. Digital access is included with a subscription, and individual issues are also available in print or digital format.
Is the magazine available digitally?
Yes. Digital access is included with a subscription, and individual issues are also available in print or digital format.
The Fall 2026 issue of EngagED Learning, Media and Information Literacy: Cultivating Critical Thinking, from School to Home, is now available.
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