When the author started working with teachers and students on classroom multimedia productions a little over 10 years ago, he had not yet encountered the term "media literacy", nor did he realize he had joined a long standing international movement of media literacy educators. Serendipitous exposure to "old-media" texts by Neil Postman and Noam Chomsky inspired him to take his new MiniDV camera and computer editing skills to the progressive elementary school across the street, where he and the teachers began developing projects within existing units that exposed students to the decision-making process of media production. They made little to no use of the schools' dial-up Internet and scrappy PC. Students never saw how the video editor worked because it was at home on his scrappy PC. They had no website to publish to. However, even considering the wealth of digital media many schools possess today, these projects were successful at promoting the ultimate goal still at the core of the work of media literacy educators today: to help students develop the ability to ACCESS, ANALYZE, EVALUATE, and COMMUNICATE information in a variety of forms. This essay discusses the progress schools have made in the last decade in providing students' with ACCESS to media technologies and emphasizes the need for schools to now encourage students' to better ANALYZE, EVALUATE, and COMMUNICATE.