This chapter examines digital media literacy through theoretical perspectives and analyzes the concept across epistemological, critical, structuralist/post-structuralist, and cultural dimensions. Digital media literacy is not limited to the ability to use digital technologies; it also encompasses critical thinking, social awareness, and cultural interpretation skills. Drawing on Hobbs’ (2010) model of media literacy, the chapter discusses the transformative impact of digitalization on access to information, content production, and social relations.

From an epistemological standpoint, digital media literacy requires a reconsideration of the notions of “reality” and “truth” in the digital age. Critical theory emphasizes how digital media content reproduces power relations and ideological structures. Structuralist and post-structuralist perspectives provide analytical tools to examine discourses and identity constructions emerging on social media platforms, while the cultural studies approach highlights the connections between digital content, consumer culture, everyday life practices, and social identities.

Practical illustrations such as Nike’s advertising campaigns, TikTok’s #GlowUp trend, and family vlogs are analyzed to demonstrate the application of these theoretical approaches. In doing so, the chapter frames digital media literacy not merely as a technical skill set but as a multidimensional process that enables individuals to position themselves within social, cultural, and critical contexts.