Abstract
Media education has established itself at many universities and colleges over the last two decades. Today, it is predominantly understood as a sub-discipline of educational science and less frequently as a field-related concretisation of general pedagogy or educational theory. As far as its foundations, tasks and objectives are concerned, the development dynamics are characterised on the one hand by processes of expansion and differentiation. New questions and research topics have been added, numerous new approaches and conceptions in different paradigmatic orientations are being developed, some areas tend to be accentuated in social pedagogy, others are oriented towards (or infiltrated by) learning psychology, and still others operate - partly under the primacy of didactic orientations, partly in a more technology-driven way - in the form of "e-activities".
