Abstract
Exploratory studies were conducted in the United States and Sweden in the spring and autumn of 2004 to determine how faculty in journalism/mass communication programs acknowledged and conceptualized media literacy both as a teaching tool and educational concept. The Swedish participants' feedback was markedly different from U.S. academics' in terms of acknowledgement and conceptualization of media literacy. Conclusions drawn may help clarify media literacy's intentions as both a curricular benefit and new teaching tool for programs of journalism/mass communication/media in the United States. Comparisons also provide a base for future rigid exploration into this topic.
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