College campuses in America have become buzzing media centers. Educators who are serious about maximizing student learning and facilitating social, moral, and civic development must now also become serious about understanding the influence of media on their students. Today's students are largely socialized through the media, a reality that calls for the implementation of curricular and cocurricular pedagogical practices that develop "media literacy"--the ability to critically analyze and decode messages embedded in various media productions. The authors believe that cultivation of this type of literacy is particularly important in relation to the development of principles, skills, and practices of "critical citizenship"--a form of citizenship that empowers each individual's identity and advances democracy and the pursuit of social justice. This article aims to initiate a dialogue about the interface between medial literacy and critical citizenship, and to introduce instructional strategies for cultivating these capacities in college students. The authors identify an array of curricular and cocurricular pedagogical strategies that provide excellent opportunities to advance students' media literacy and critical citizenship, including the application of technical knowledge necessary in order to create an alternative media culture. Then, they address strategies that can be applied to text media, popular music, film and television, news media, and media production. To facilitate campus dialogues and pedagogical practices aimed at fostering media literacy and critical citizenship, the authors conclude with several key questions that are intended to stimulate thought and action. (Contains 6 notes.)