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Chapter 13 of the book "Rethinking Media Education: Critical Pedagogy and Identity Politics" edited by Anita Nowak, Sue Abel, and Karen Ross is presented. It provides information of media education and the its applicability to critical pedagogical theory. The author highlights the strategies in imparting media education in schools. Moreover, the process for student engagement with media education is also discussed.

Century 21 approaches and we face new challenges in media education. The information age is changing the social and technological context of the media. The increase in the volume and velocity of information and images hurtling around the globe makes obsolete our old ideas about time and space, history and geography. The new technologies are fast, exciting, and promise unlimited access to information. But sensation and information do not equal knowledge and wisdom. Students need to be educated both by and about the new technologies if they are to develop the necessary frame. works for understanding the information they get. This raises the issue of media literacy and media education for the new generation. This chapter argues that curriculum approaches in media education must move beyond text-based analysis of closed visual narratives and into the neglected areas of audiences and their technological environment. It is time that the new technologies joined the press, cinema, and television as objects of criticism, analysis, and evaluation in the classroom. This chapter offers a flexible and accessible theoretical curriculum model that addresses issues of text, context, and audience in teaching about the new media. [ABSTRACT FROM AUTHOR]