(105 ILCS 5/27-13.3)
Sec. 27-13.3. Internet safety education curriculum.
(a) The purpose of this Section is to inform and protect students from inappropriate or illegal communications and solicitation and to encourage school districts to provide education about Internet threats and risks, including without limitation child predators, fraud, and other dangers. (b) The General Assembly finds and declares the following: (1) it is the policy of this State to protect |
| consumers and Illinois residents from deceptive and unsafe communications that result in harassment, exploitation, or physical harm;
|
|
(2) children have easy access to the Internet at
|
| home, school, and public places;
|
|
(3) the Internet is used by sexual predators and
|
| other criminals to make initial contact with children and other vulnerable residents in Illinois; and
|
|
(4) education is an effective method for preventing
|
| children from falling prey to online predators, identity theft, and other dangers.
|
|
(c) Each school may adopt an age-appropriate curriculum for Internet safety instruction of students in grades kindergarten through 12. However, beginning with the 2009-2010 school year, a school district must incorporate into the school curriculum a component on Internet safety to be taught at least once each school year to students in grades 3 through 12. The school board shall determine the scope and duration of this unit of instruction. The age-appropriate unit of instruction may be incorporated into the current courses of study regularly taught in the district's schools, as determined by the school board, and it is recommended that the unit of instruction include the following topics:
(1) Safe and responsible use of social networking
|
| websites, chat rooms, electronic mail, bulletin boards, instant messaging, and other means of communication on the Internet.
|
|
(2) Recognizing, avoiding, and reporting online
|
| solicitations of students, their classmates, and their friends by sexual predators.
|
|
(3) Risks of transmitting personal information on the
|
|
(4) Recognizing and avoiding unsolicited or deceptive
|
| communications received online.
|
|
(5) Recognizing and reporting online harassment and
|
|
(6) Reporting illegal activities and communications
|
|
(7) Copyright laws on written materials, photographs,
|
|
(d) Curricula devised in accordance with subsection (c) of this Section may be submitted for review to the Office of the Illinois Attorney General.
(e) The State Board of Education shall make available resource materials for educating children regarding child online safety and may take into consideration the curriculum on this subject developed by other states, as well as any other curricular materials suggested by education experts, child psychologists, or technology companies that work on child online safety issues. Materials may include without limitation safe online communications, privacy protection, cyber-bullying, viewing inappropriate material, file sharing, and the importance of open communication with responsible adults. The State Board of Education shall make these resource materials available on its Internet website.
(Source: P.A. 95-509, eff. 8-28-07; 95-869, eff. 1-1-09; 96-734, eff. 8-25-09.)
|
(105 ILCS 5/27-17) (from Ch. 122, par. 27-17)
Sec. 27-17. Safety education. School boards of public schools and all boards in charge of
educational institutions supported wholly or partially by the State may
provide instruction in safety education in all grades and include such
instruction in the courses of study regularly taught therein.
In this Section, "safety education" means and includes instruction in
the following:
1. automobile safety, including traffic regulations, |
| highway safety, and the consequences of alcohol consumption and the operation of a motor vehicle;
|
|
2. safety in the home, including safe gun storage;
3. safety in connection with recreational activities;
4. safety in and around school buildings;
5. safety in connection with vocational work or
|
|
6. cardio-pulmonary resuscitation for students
|
| enrolled in grades 9 through 11;
|
|
7. for students enrolled in grades 6 through 8,
|
| cardio-pulmonary resuscitation and how to use an automated external defibrillator by watching a training video on those subjects; and
|
|
8. for students enrolled in prekindergarten through
|
| grade 6, water safety that incorporates evidence-based water safety instructional materials and resources.
|
|
Such boards may make suitable provisions in the schools and
institutions under their jurisdiction for instruction in safety
education for not less than 16 hours during each school year.
The curriculum in all educator preparation programs approved by the State Educator Preparation and Licensure Board shall contain instruction in safety education for teachers that is appropriate to the grade level of the educator license. This instruction may be by specific courses in safety education or may be incorporated in existing subjects taught in the educator preparation program.
(Source: P.A. 102-971, eff. 1-1-23; 103-567, eff. 12-8-23.)
|
(105 ILCS 5/27-20.08) Sec. 27-20.08. Media literacy. (a) In this Section, "media literacy" means the ability to access, analyze, evaluate, create, and communicate using a variety of objective forms, including, but not limited to, print, visual, audio, interactive, and digital texts. (b) Beginning with the 2022-2023 school year, every public high school shall include in its curriculum a unit of instruction on media literacy. The unit of instruction shall include, but is not limited to, all of the following topics: (1) Accessing information: Evaluating multiple media |
| platforms to better understand the general landscape and economics of the platforms, as well as issues regarding the trustworthiness of the source of information.
|
|
(2) Analyzing and evaluating media messages:
|
| Deconstructing media representations according to the authors, target audience, techniques, agenda setting, stereotypes, and authenticity to distinguish fact from opinion.
|
|
(3) Creating media: Conveying a coherent message
|
| using multimodal practices to a specific target audience. This may include, but is not limited to, writing blogs, composing songs, designing video games, producing podcasts, making videos, or coding a mobile or software application.
|
|
(4) Reflecting on media consumption: Assessing how
|
| media affects the consumption of information and how it triggers emotions and behavior.
|
|
(5) Social responsibility and civics: Suggesting a
|
| plan of action in the class, school, or community to engage others in a respectful, thoughtful, and inclusive dialogue over a specific issue using facts and reason.
|
|
(c) The State Board of Education shall determine how to prepare and make available instructional resources and professional learning opportunities for educators that may be used for the development of a unit of instruction under this Section.
(Source: P.A. 102-55, eff. 7-9-21.)
|