This chapter identifies how media literacy education must adapt to accommodate the changing nature of young people’s experience with digital media and new communication technologies. Teachers who traditionally emphasize the processes of analysing news, advertising and entertainment media must expand their focus to include new media (like cellphones and handheld devices), new message forms (like search engines, instant messaging, blogs and online entertainment) and new social issues (including identity and anonymity, privacy and surveillance). By examining certain conceptual principles and instructional practices which may (or may not) support this shift in focus, this chapter examines the process that teachers will experience as they aim to strengthen students’ communication and critical thinking skills as full participants in the digital age.

This study aims to determine the responses and competencies of teachers in digital media literacy. This research is a descriptive study using survey methods. The study sample was 112 Indonesian language teachers in West Sumatra. The instrument of this study used a questionnaire. The results of the study show that most teachers have used digital media to assist in the learning process. However, the digital media used is still limited and not yet diverse. The use of digital media in learning has positive and negative effects. In order for maximum positive effects to be obtained and negative effects to be avoided, teacher competence is needed to make it happen. Based on the results of this study it is recommended that teachers can keep up with the times by utilizing digital media in learning, both to obtain material so that the use of learning media, or support the learning methods used.