In this chapter, the author presents arguments to support a school curriculum that might forge a life of justice as well as develop a rational, analytical, and critical understanding of media texts that students use in classrooms and in out-of-school contexts. First, he begins by laying out the rationale for why media literacy matters in schools. Second, he proposes that teachers consider teaching critical media literacy as a process of curriculum inquiry or critical pedagogy that permeates the entire school curriculum to address the new languages of the media that have become the lived experience of many young people. Third, he outlines examples of established criteria for questioning media texts or what he calls analytical frameworks for critical media literacy education, and he offers examples of classroom activities based on these frameworks. In conclusion, he argues that because the majority of the children spend far more time engaged with contemporary culture as it comes from the Internet and over the public airwaves than they will ever again spend reading books, it is imperative that teachers consider taking critical media literacy seriously to facilitate responsible citizenship by helping students produce the knowledge that makes critical "reading" of media texts possible.