In this fast-paced world, digital competence is of greater importance. One of these areas of literacy, media and information literacy (MIL), has come to the forefront at the academic and everyday levels. Information literacy is the recognition of information, it includes finding, evaluating, using it, and selecting between information. In addition, the credibility and reliability of information are becoming increasingly important examinations, the ethical rules, as well as the question of how we communicate, in what form, and how we share information on social media. Information literacy has evolved from a library- and/or librarian-oriented concept into a multidisciplinary field, and is no longer limited to the social sciences, but covers 27 scientific fields in the Scopus subject classification. New literacy areas include digital literacy, media literacy, business information literacy, content knowledge, workplace information literacy, and scientific literacy. The set of perspectives that we actively use when we come into contact with mass communication systems and the messages that reach us we interpret is media literacy; accessing, analyzing, and producing information ability, the basic goal of which is critical autonomy about all media.

The MIL emphasizes a critical approach to literacy to enable people to answer questions critically about what they have read, heard, and learned. It needs to appear at all levels of education. The 21st-century knowledge society requires new literacy skills and critical awareness. The emerging generations must learn critical thinking and conscious use to become digital citizens and reinvent themselves on the information superhighway. MIL is a tool curriculum that integrates information, media, and digital literacy.

In many cases, however, we have experienced that media and information literacy rarely appears in educational programs or the minds of teachers, whether we are talking about public education or higher education. MIL is given a less important role in the curricula, therefore it is necessary to develop this basic competence during higher education studies, regardless of the field of study.

Media and digital literacy are increasingly recognized as the basic competence of a 21st-century citizen, but academic training is still far from fully fulfilling this emerging need. Previous research asserts that successful integration of media and information literacy in higher education must be based on close collaboration between librarians and faculty, strategic anchoring and visualization in curriculum, syllabi, course objectives, and examinations, and alignment with the university's mission. must be formed. Today, we can hardly single out a higher education course in which this competence is consciously displayed.

There is a growing movement worldwide to develop media and information literacy curricula (UNESCO) and to train teachers in media education, but these efforts are limited, and there is a risk that the faster-growing, better ones will cooperate. funded, and less critical education and information technology companies. It is essential to develop a critical response to the new information and communication technologies that are embedded in all areas of society. Media and information literacy is dynamic and spread across many disciplines, so interdisciplinary and collaborative approaches would be needed to implement it effectively in diverse and complex information and learning environments. According to UNESCO experts, information literacy should be included in education curricula at all educational levels. In higher education, the following requirements were formulated for information literacy:

• determining the nature and extent of the required information and wording
• efficient and effective access to the necessary information
• critical evaluation of information and its sources
• effective application of information individually or in groups for a goal
• knowledge of economic, legal, and social problems related to information, and ethical application.

Several articles deal with the importance of collaboration and planning between librarians and teachers to promote MIL. Libraries can play a decisive role in this process, as their services are meant to promote the development of information literacy. However, a strong change in attitude towards MIL is important to make people aware that the librarians working there serve information literacy. In the current era of disinformation and misinformation, libraries remain reliable sources of factual information, support lifelong learning, and create the main prerequisites for the transformation of modern competencies. Predictably, library professionals play a key role in expanding the cognitive capacities of higher education students to make MIL successful. During our research, we are interested in how the libraries of Hungarian higher education institutions can contribute to the media and information literacy of university students. We intend to explore this area with semi-structured interviews, which we intend to conduct with the employee responsible for education in each library. We limit our research exclusively to scientific universities in the first period: Eötvös Loránd University, the University of Debrecen, the University of Szeged, and the University of Pécs. After we got the results and projects, we plan to make interviews with the remaining university libraries and with numerous institutes sharing MIL knowledge.

Conscious media use is vital these days. Media literacy is the primary educational area most concerned with developing skills to identify disinformation. MIL (media and information literacy) is a key issue for today's societies, as it equips citizens with the skills to use various media and information channels and exercise their basic human rights. Our goal is to draw the attention of higher education institutions and their libraries to the usefulness and importance of MIL. In addition, we can identify training needs and collection methods with our research. The ultimate goal in the future is to reflect on sustainable models of media and digital skills training from the point of view of both teacher training and teachers' professional development. With these interviews and cases, we are planning to compile a collection of best practices in a paper, which Hungarian university libraries can use in the future. It is worth starting to deal with this topic in the educational and educational processes already in childhood since these tools contain an unconscious source of danger. This is also why we consider the educational appearance of MIL and its segment, fake news, to which libraries can greatly contribute. Freire suggested that people must learn to "read the world" and make sense of the world around them. In a world so reliant on technology, this interpretation depends not only on social and cultural influences but also on a complex set of literacies, including digital literacy and media literacy.

A.K. Olsson and E. Näverå. 2019. The way to the wave – to integrate media and information literacy in the scientific wave throughout a bachelor program in business adminsitration. INTED2019 Proceedings, pp. 3536-3546. Bapte, Vishal. 2019. Information Literacy Instruction Determining the Place of Library Professionals. DESIDOC Journal of Library & Information Technology. 39. 39-46. 10.14429/djlit.39.1.13676. https://doi.org/10.29173/iasl8211 Juhyeon Park, ByeongKi Lee, and Kang， Bong-suk. 2021. A Study on the Development of Curriculum Content Structure for Information Literacy Education. Journal of Korean Library and Information Science Society, 52(1), 229–254. https://doi.org/10.16981/KLISS.52.1.202103.229 Juhyeon Park. 2021. An Analysis and Implications Exploration of Media and Information Literacy(MIL) Curriculum in the Philippines. Journal of Korean Library and Information Science Society, 52(2), 331–355. https://doi.org/10.16981/KLISS.52.2.202106.331 Leaning, M. 2019. An Approach to Digital Literacy through the Integration of Media and Information Literacy. Media and Communication, 7(2), 4-13. doi:https://doi.org/10.17645/mac.v7i2.1931 Loertscher, D. V. and Wolls, B. 2021. The information literacy movement of the school library media field: a preliminary summary of the research. 1997: IASL CONFERENCE PROCEEDINGS (VANCOUVER, CANADA): BRIDGING THE GAP: INFORMATION RICH BUT KNOWLEDGE POOR /337-358.https://journals.library.ualberta.ca/slw/index.php/iasl/article/view/8211/5056 DOI: Logeswari, A & Ramaiah, Chennupati & Shimray, Somipam & Chennupati, Deepti. 2021. Awareness about Media and Information Literacy among Research Scholars of Pondicherry University: A Survey. DESIDOC Journal of Library & Information Technology. 41. 250-259. 10.14429/djlit.41.4.17187. Onyancha, O. B. 2020. Knowledge visualization and mapping of information literacy, 1975–2018. IFLA Journal, 46(2), 107–123. https://doi.org/10.1177/0340035220906536 Unyial, N.C. & Kaur, Baljinder. 2018. Proposition of Media and Information Literacy Curriculum for Integration into Pedagogy in IITs. DESIDOC Journal of Library and Information Technology. 38. 221-226. 10.14429/djlit.38.3.12504. Yap, Joseph M, and Penaflor, Janice. 2019. The amazing library race: developing the students MIL skills through games: the case od the Philippines and Kazakhstan. https://nur.nu.edu.kz/handle/123456789/4262?show=full Wilson, C., Grizzle, A., Tuazon, R., Akyempong K. & Cheung C. K. (2011). Media and information literacy curriculum for teachers. UNESCO https://unesdoc.unesco.org/ark:/48223/pf0000192971 (2019.12.12.) UNESCO (2011). Media and Information Literacy, Curriculum for Teachers.