As a trainer and speaker, Faith Rogow is often limited to thirty minutes in a faculty meeting, forty minutes in a keynote, or ninety minutes in a one-time workshop to explain to teachers what media literacy means and what educators can do to integrate media literacy instruction into their classrooms. That doesn't leave much time to review NAMLE's Core Principles of Media Literacy Education in the United States (CPMLE), let alone explain the nuances of the pedagogy embodied in the six-page document. This poses a challenge because NAMLE's Core Principles serve as the foundation for everything that Rogow presents. They are an invaluable guide for inquiry-based media literacy education in a digital world marked by media convergence and Web 2.0 capacity (i.e., the ability to interact and participate). What she does do in the limited amount of time she is allotted is focus on the purpose of teaching media literacy and how to use open-ended questions to develop "habits of inquiry" and how to teach "skills of expression" in ways that help students find their own authentic voice. Additionally, to help workshop participants tackle the task of figuring out how to integrate media literacy into their teaching and make it their own, Rogow developed a checklist--a tool with which to evaluate the design of the media literacy lessons that they develop. She offers it as an abridged version of NAMLE's CPMLE.