The study examined media literacy skills forpromoting sustainable development in Rivers State. Threeresearch questions guided the study. The study anchored oninformation literacy theory. The survey research design wasadopted using a sample of 167 respondents drawn from apopulation of 278 lecturers in the four departments ofCommunication, film and media studies using proportionatesampling technique. The instrument for data collection was aquestionnaire which was validated by experts and used for datagathering. The reliability of the instrument was established at 0.82using the Pearson Product Moment Correlation Co-efficient(PPMC). The study found amongst others that critical andanalytical thinking, digital literacy, environmental literacy,cultural and social awareness, and collaborative communicationare media literacy skills needed for promoting sustainabledevelopment. The study concluded that media literacy andeducation can potentially empower the citizens to be able tocritically analyze and evaluate media messages, be betterinformed, engage, and be proactive in addressing both local andglobal issues that can bring about sustainable development inRivers State. Media literacy skills were essential for the citizens tobe well informed on the various types of media outlets and theirroles in promoting sustainable development in Rivers State-Nigeria. The study recommended amongst others thatPolicymakers and curriculum planners begin to think along thelines of integrating media literacy into the school curriculum. Thiswill help students develop a holistic understanding of media andits impact on society

As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global revolution in curricula development. Research-based media literacy frameworks can be applied to all subjects, and they enable teachers to have confidence that, in employing the frameworks to address academic subjects, themes or projects, students will gain content knowledge. Teaching through media literacy education strategies provides the opportunity to make media literacy central to teaching and learning, since media literacy process skills enable students to become self-directed lifelong learners, capable of addressing any subject. What are characteristics of curricula that use media literacy frameworks? How does such curricula differ from traditionally constructed curricula? And why should administrators and teachers embrace this change? As education is moving from paper-based, face-to-face classwork to technology-enabled curricula that is better, faster and cheaper, educators need new yet proven approaches and curricular resources to delivering effective lessons and outcomes. With media literacy education, this shift is not only possible but also imperative for providing curricula for the globalized classroom.