Michael Forsman 220 and engage, the emerging media citizen for the future and in the present? (FORSMAN, 2020; 2021; MIHAILIDIS, 2018). One often given answer to this complex “citizen-making enterprise” (CRUIKSHANK, 1999) is a call for “more media and information literacy” (CARLSSON, 2019). Media literacy is often described as, the ability to ac- cess, analyze, evaluate, and create messages across a variety of contexts (LIVINGSTONE, 2004, p. 3). In other words, media liter- acy is about certain individual skills and capacities for how to use and engage, act and perform, with the help of various forms of media (BUCKINGHAM, 2019). Many times, and to a growing ex- tent, this complexity is reduced to matters of media as messages, media content. Mainly with focus on disinformation, misinformation, fake news. This engages many different stakeholders, on a national and a transnational level (EU, UNESCO etc.), also media corps and, platform giants are engaged; mainly they are addressing teachers and students within compulsory education. However, the long-stretched tradition of media literacy (c.f. CARLSSON, 2019) also includes understandings of media as environment and as an ecology that enables human communi- cation, consciousness, knowledge (e.g. MCLUHAN, POSTMAN). The media literacy movement also hosts Marxian and critical approaches (KELLNER; SHARE, 2019) as well as attempts to develop civic media literacy (MIHAILDIS, 2018). Education and mediatization have always been connected (BREITER, 2014; KROTZ, 2014). One dimension of this incomplete project of me- dia literacy (MCDOUGAL, 2016) is the constant discussion on how to define media and how to define literacy (POTTER, 2004). The discussion is perpetual since the technologies, institutions, and logics of “the media” are continuously changing, and there have been numerous suggestions for the implementation of new concepts to cover these changes: digital literacy, computer literacy, new literacies, multiliteracy, information literacy, transliteracy, metaliteracy, dynamic literacies, infrastructural literacy, ecomedia literacy, civic literacy, etc. However, in this article, I want to use media literacy as a sensitizing concept to discuss the role of critique within higher education, with focus on media education. According to Hepp (2020) deep mediatization suggests that the long-term process
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