「媒體識讀」(Media Literacy)是促進「公民社會」(civic society)的力量之一，近年來頗受重視，學者多所著墨。David Considine認為「媒體識讀」能力就是近用、分析、評估、溝通的能力，而此能力如何在現代大學教育中紮根發展，是一個值得深究的議題。 對此，本研究主要觀照的面向如下： 1.「媒體識讀」的基本定義與開設課程的必要性。 2.「媒體識讀」與「批判思維」(critical thinking)的關連性分析。 3.「媒體識讀」課程的操作理念。 4.「媒體識讀」課程如何在大學教育中生根發展。 總之，「媒體識讀」課程的推動，不但有「浪漫的情感投入」，更企圖培養大學生「有距離感的合理質疑與批判」，從而建立「媒體監督」的知識面與自由平等、媒體近用的實踐面。其主要目的在於培養耳聰目明(well-informed)的有機知識分子，進而佔進媒體的反思(self-examination)、自律(self-regulation)與自我典化(self-codification)，提升其專業素養，繼而以「全民自覺」為張力，向「公民社會」邁進。

Media literacy is a major facilitating power to build a civic society. This issue has attracted much attention in recent years. Many studies have been done on the subject. David Considine believes being media literate means having the ability to access, analyze, evaluate, and communicate through examination. In this regard, this article mainly deals with the following aspects: 1.the basic definition of “media literacy” and the necessity of such courses in universities; 2.the connection between “media literacy” curricula; and 3.the basic ideas of “media literacy” curricula; and 4.how to implement “media literacy” curricula in universities: teaching and learning. In short, media literacy courses should be taught in universities not only because of “romantic idealism,” but also for practical goals. The courses attempt to inform students how to “maintain a distant but sensible doubt, as well as remain critical, about the media.” The students thus will have the knowledge of media monitoring and practical tools to defend their rights of media access and equal and justified treatment by the media. The main purpose of media literacy education is to train well-informed intellectuals. The audiences will in turn pressure media players to improve their professionalism by means of self-examination, self-regulation and self-codification. By then, based on such general media awareness, we will move forward to a civic society.