Media education does not ignore this inequity. The media education process encourages audiences to question media representations of people, places and things and to place them in their historical, economic and cultural context, no matter who produces them. Media educators around the world insist on a complete approach of both media analysis and production. Jobs, artistic expression, and getting the word out, are important by-products of production, but without analysis and action, true empowerment cannot take place. Simply learning to master the tools of technology is not nearly enough.
Media education encourages the active collaboration of the audience in the communication process.
Not all people want to produce, but all people are citizens who can learn to actively analyze and evaluate information. All this is not to say that the question of equitable access to information and the means to produce it is solved. Access still faces formidable barriers around the world and access organizations must still use most of their resources to achieve the basic right to create and receive information. Even so, most organizations devoted to equitable access have all the ingredients in place to take the next step to incorporate media literacy education in their training programs. The teachers and producers there saw that together they had a vast store of human resources to draw upon to bridge production and analysis and to initiate a program of media literacy education in their community.