ABSTRACT
This chapter introduces critical media literacy as a "process" of curriculum inquiry. Despite its importance, media literacy simply cannot be reduced into yet another subject we need to teach in American public schools. The chapter illustrates how teachers can integrate these multiple perspectives across the curriculum within the framework of critical media literacy. It examines: what integration means in a media literacy classroom, why integration is important, and how to integrate critical media literacy across the curriculum. The chapter discusses the possibilities and the extent to which teachers might integrate critical media literacy in American classrooms. It also discusses the notion of intermediality. Intermediality illustrates a broader view of "knowing". The chapter describes that conceptions of situations from one's experiences, problems, and goals help shape individuals' knowledge, agendas, desires, and actions. It explains why media literacy can be a valuable pedagogical site to carry out genuine curriculum integration.
