Abstract
A revision is made of the central arguments that give substance and shape to media literacy as a conceptual proposal necessary to overcome the challenges related to the communication and educational crises produced by the pandemic.
The article is organised into three sections. In the first one, a media literacy review is done as a set of interdisciplinary knowledge that each time they gain more strength and relevance for the communicative and field practice; in the second part, the proposal of transmedia literacies is developed as a theoretical–conceptual update that wonders about the diversity of media experiences and the current Edu-communicative practices; and in the third, critical questions are displayed about the implementation of a media literacy strategy based on a set of paradoxes, questions and alternatives that problematise the intersection between communication and education in the pandemic context of the contemporary society.