ABSTRACT
Everyone agrees that teacher education is essential to integrating media literacy into the K-12 curriculum in the United States. However, professional development in digital and media literacy takes many forms, reflecting its complex multidisciplinary identity at the intersection of media studies and educational practice. Further, due to the modest level of visibility regarding the value of media literacy in US education, educators who have effectively introduced it into the K-12 curriculum have had to be opportunistic in the approach to their own education.
