This qualitative inquiry centered on the critical exploration of media education approaches that guided the praxis of student assessment reform, particularly textbook task design. Correspondingly, this instructional media research is predicated on the fundamental premise that textbooks and the student tasks contained therein are informed and shaped by the academic authors' positionalities, paradigms, and pedagogies. By focusing on the purposiveness of designing textbook tasks as a social practice, this research was able to identify and unpack the conjunctions as well as disjunctions of what the academic authors as media producers intend the students to learn, answer, perform, tackle, and act upon in relation to the media education approach(es) that the former adopt and implement. Drawing on Kellner and Share's (2007) classifications (i.e., "protectionist, media arts education, media literacy movement, critical media literacy"), the study sought to identify and make critical sense of the nuances of these four media education approaches when applied in conceptualizing and developing textbook tasks in Media and Information Literacy instructional materials within the context of the Philippine education and development realities.