本文分成三個部分。首先回顧媒體公共化運動，連結媒體改革運動轉向民眾的發展，再進一步分析媒體識讀的路徑做為媒改運動的一個分支與轉折的意義與定位。第二，爬梳公共領域與公共教育學，並提出「批判的媒體識讀教育學」的概念。第三，分析媒體識讀與傳播公民權等概念如何具體化為課程素材，並依據以「我」為中心到「我們」作為一種互助的概念在社區大學教學的實踐與反思，探討批判的媒體識讀與傳播公民權的「教學」過程：媒體識讀與傳播公民權的知識如何轉化為可以被民眾接受與使用的知識經驗。並分析此知識傳遞過程如何透過行動者的反思和互動而轉變。

This paper assesses conceptions and practices in critical media literacy. In particular, it focuses on teaching experience and the processes which combine the educator’s reflection of theories of the ‘public sphere’, ‘media literacy’, and ‘communication civil rights’. The paper is divided into three main parts. The first of four sections will briefly cover the history of media reform and the relationship between the media reform movement and critical media literacy lessons in community colleges. It will connect this to the idea of ‘turn to the public’. The meaning and position of ‘media literacy’ in the broad media reform movement will also be analysed. Following this, in the second section, conceptualizations of the ‘public sphere’, ‘public pedagogy’, and ‘critical media literacy pedagogy’ will be developed. Finally, three stages of the lesson design and practical interactions will be examined dialectically. In particular, the community college field research on my teaching experience will be described in the third section, and the suggestions, reflections and conclusions from the research will be examined in the last section.