The authors discuss the results of a study in which they investigated 68 university-level media education students' knowledge of Web 2.0 and their conceptions about its impact on media literacy. The main research finding was that the students argued firmly in favor of new media literacy. Their own use of Web 2.0 applications was, however, rather passive in the sense that they did not really utilize the potential that Web 2.0 provided. The new "volitional media literacy" that emerged from the study includes such categories as: willingness, collective activities, authority of knowledge, users as producers, checking the reliability of knowledge, and teaching media literacy. (Contains 3 tables.)