Traditionally, media education is situated disciplinarily between communication studies and educational science. Increasingly, terms like media literacy and (digital) citizenship are coming to the forefront of educational policy debates. Related media education questions appear lucrative, are being rediscovered by other disciplines, and disciplinary boundaries are blurring. However, this development should not be seen as a threat; rather, it holds innovative potential and the opportunity to discover and utilize new inter- and transdisciplinary interfaces and connections. At the same time, it calls for a redefinition of media education as a discipline and for a discussion of its place and significance within other disciplines. The contributions gathered in this volume address this challenge from various perspectives.