Reviewing the history of media literacy education might help us to identify how "creating media" as an approach can contribute to fostering knowledge, understanding technical issues, and to establishing a critical attitude towards technology and data. In a society where digital devices and services are omnipresent and decisions are increasingly based on data, critical analysis must penetrate beyond the "outer shell" of machines -- their inter"faces" -- through the technology itself, and the data, and algorithms, which make these devices and services function. Because technology and data constitute the basis of all communication and collaboration, media literate individuals must in the future also have a sound understanding of technology and data literacy. This article examines the relevance of this broader definition of literacy and delivers a forward-looking defense of media literacy education in schools. It also posits the thesis that the digital transformation represents a challenge, which is confronting society, politics, and education alike.