Education systems and teachers should transform and equip technology to be more resilient and adaptive to the new order after the COVID-19 pandemic. Teachers need support in this aspect. Teachers should be media and digitally literate as they should know to use mass media sources, from print to video and the internet. This study aims to reveal teachers' views on digital and media literacy. The research is a qualitative descriptive study. Semi-structured interviews were conducted with six teachers, and data were analyzed with the content analysis method. Six themes emerged: the definition of media and digital literacy, media availability and usage, critical understanding, communicative abilities, participation and content creation, media literacy education, and media literacy as a school subject. The findings reveal that the interviewed teachers were all aware of the media and digital literacy concept. They were media and digital literate to a certain level. They mostly thought of traditional media tools when talking about media literacy. They did not participate or create content in new media. And they agreed on the importance of media literacy education and the necessity of media literacy content in certain school subjects. Conclusions might recommend that the media and digital literacy course could be obligatory during undergraduate education. Teachers who have not taken any training in their undergraduate years about the subject could have in-service opportunities. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 15-28.]