In this time when we receive different knowledge than at any previous time, the question of how we should interact with it should not just be raised, but emphasized. In this new flat and fast world through which we obtain our knowledge, critical literacy is a valuable tool and skill that should be recalled and available to all readers. More specifically, it should be transferred from teachers to students in all educational settings. It is an important skill for students to have regarding texts. And redefining texts according to whatever device or material we derive knowledge from is the first step towards understanding critical literacy. In addition to the way critical literacy spreads awareness of looking at texts in their social and cultural context, it is very significant that it is negotiated at the very beginning of this interaction with knowledge, schooling and education. The substance of critical literacy lies in its effects of empowering readers, in our case students, despite their diverse identities and differences. It educates them to recognize the power behind all these different types of sources. Furthermore, critical literacy is very useful when we discuss essential issues such as justice, power and freedom and what they look like in the classroom. Then it becomes an integration that translates into a precise concept, which is critical pedagogy. To open up these questions, what critical literacy might mean and in particular its relationships to education and teachers' obligations to understand and convey it is what this article seeks to point to. Asking the question of who has the right to define critical literacy is a key to demonstrating critical literacy itself. It is one of the first obligations...... half of the document...... bonds. Works CitedComber, B., & Simpson, A. (2001). Negotiating critical literacy in the classroom. (p. 234). Mahwah: Lawrence Erlbaum Associates, Inc. Darder, A., Baltodano, M., & Torres, R. (2009). Critical pedagogy: An introduction. In A. Darder, M. Baltodano & R. Torres (eds.), The reader of critical pedagogy (pp. 2-23). New York: Routledge.Freire, P. (1970). Pedagogy of the oppressed. (30 ed.). New York: The Continuum International Publishing Group Inc. Greene, M. (1986). In search of a critical pedagogy. Harvard Educational Review, 56(4), 427-441. Hooks, B. (1994). Teaching to transgress. (pp. 177-190). Routledge.Nieto, S. (2002). Language, culture and teaching. (pp. 205-226). Routledge.Shor, I. (1999). What is critical literacy. In I. Shor & C. Pari (eds.), Critical Literacy in Action: WritingChanging Worlds Portsmouth: Boynton-Cook/ Heinemann.