Media literacy education in the United States is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in edu cation throughout the 20th century and the emergence of cross-disciplinary work at the intersections of schol arly work in media studies and education. Reflecting the emergence of a common ground for the field, the Core Principles of Media Literacy Education in the United States was created by a team of scholars and practitioners in 2007. This work reconciles the “protectionist” and “empowerment” wings of the media literacy education community and attempts to counter various misunderstandings among non-specialists. Two issues are identified for their potential to impact the future of the field: (1) media literacy’s relationship to the integration of educa tional technology into the K-12 curriculum and (2) the relationship between media literacy education and the humanities, arts, and sciences.

The paper examines the lack of a clear definition of bias in library literature and critiques existing teaching methods that treat bias as inherently negative and easy to identify. It argues that identifying bias is a complex cognitive process involving recognizing types of bias, establishing an objective baseline, and assessing its impact. Drawing on insights from multiple disciplines, the paper proposes a clear definition of bias and a practical framework for evaluating it. The study emphasizes the need for a nuanced approach to teaching bias identification to better prepare individuals for evaluating information in a post-truth society.