Abstract: In a “post-truth” era in which misinformation permeates digital environments, it is critical for teachers to help students develop media literacy skills by analyzing and evaluating media messages. Through these processes, English language arts teachers can also help students develop digital citizenship skills, in which they can analyze media, create messages, and then share their creations. These skills and processes empower students to become informed digital citizens who actively engage in civic processes and advocate for issues and actions in which they believe. This presentation explores the concepts digital citizenship and media literacy as well as shares the Analyze, Create, Then Share (ACTS) approach to helping students develop skills in these areas. It draws upon the lesson plans and essays of 22 preservice teachers to demonstrate their perceptions on these issues and how they can support student growth in these areas with specific and actionable classroom activities. Results indicate that preservice teachers believe students who analyze, create, then share (ACTS) can develop deep content area knowledge and engage in participatory democratic processes as well-informed digital citizens.