This study proposes a participatory pedagogical framework founded on critical thinking as a method for analysis, reflection, and creative production of media through an understanding of the ways in which media literacy is being taught in higher education institutions in the United States. A qualitative design was utilized that included techniques of content and ethnographic analysis to focus on shared patterns across a sample of higher education courses in the U.S. containing elements of media literacy instruction. This study has found inconsistencies in the pedagogical approaches being utilized, a misunderstanding of the critical thinking and inquiry-based learning methods required for a critical field such as media literacy, and the lack of administrative oversight or policy support as key factors contributing to the discrepancies in media literacy's instruction and learning outcomes. Implications include recommendations for the field to consolidate theoretical frameworks, modifications to teaching, and policy and administrative advocacy efforts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]