Billions of dollars are being spent in the United States to make sure that children and young people have computers, data projectors and access to the Internet in elementary and secondary schools. There is robust experimentation now ongoing as teachers explore how to use technology primarily as a means to accomplish traditional content learning outcomes. Digital and media literacy education offers an alternative model that emphasizes a set of practical competencies or life skills that are necessary for full participation in a highly-mediated society. Digital and media literacy competencies are not only needed to strengthen people’s capacity to use information for personal and social empowerment, but also for addressing potential risks associated with mass media and digital media. Digital and media literacy is defined as the ability to: (1) make responsible choices and access information by locating and sharing materials and comprehending information and ideas, (2) analyze messages in a variety of forms by identifying the author, purpose and point of view and evaluating the quality and credibility of the content, (3) create content in a variety of forms for authentic purposes, making use of language, images, sound, and new digital tools and technologies, (4) reflect on one’s own conduct and communication behavior by applying social responsibility and ethical principles, and (5) take social action by working individually and collaboratively to share knowledge and solve problems in the family, workplace, and community, and participating as a member of a community. This paper identifies some recent federal initiatives in the U.S. as well as the need for developing assessments to measure learning progression for these competencies.