Teacher-only planning note
This handout works best when kaiako deliberately choose two texts with different platform logic, editorial framing, or representational choices. The pedagogy is about comparative critical literacy, not simply declaring one text “good” and another “bad”.
Students examine how media and digital texts use deliberate language, structure, and multimodal features to establish credibility and influence audience response.
How this handout aligns
The comparison frame explicitly asks students to analyse how platform and text features position audiences and create influence, not just what a text says on the surface.
A strong Phase 4 fit for kaiako building analytical language around media credibility and influence.
Students use context and evidence to interpret how texts position groups, perspectives, and wider social issues.
How this handout aligns
The representation prompts move students into context-sensitive interpretation of omission, privilege, and whose voices are centred or marginalised.
Useful when teachers want senior students to analyse texts as social and cultural constructions, not neutral containers of information.
Students engage with Aotearoa contexts and evaluate how identity, power, and cultural voice are represented in texts.
How this handout aligns
The mātauranga Māori lens appears in the requirement to notice mana-enhancing or diminishing representation, and to ask what context should be restored for a more responsible reading.
A useful teacher prompt when planning senior media-literacy work that should feel grounded in Aotearoa rather than imported as a generic critical-thinking unit.