The technological changes that have occurred in communications and information distribution have given rise to new models in communication, literacy and pedagogy that affect both communication and education (Media Literacy), with the result that production is now based on collaboration and participation. We need new discursive paradigms to express ourselves in this area, and to organize and distribute knowledge and information by breaking with analogical linearity. The connectivity between nodes and links, the development of apps and tools and the use of hypermedia platforms all point in the direction of new narrative trajectories and enable the users to participate actively and become co-creators of knowledge. We consider that the parameters of formal education have been rendered obsolete by eLearning. The challenge for education is to find ways of creating, managing and distributing content that can create a type of learning that is communicative, horizontal, decentralized, multidirectional and interactive. We analyze the experience developed through teaching the Education 2.0 subject as part of the Master in Social Networks and Digital Learning offered by the UNED (National University of Distance Learning). The technological setting enabled us to deploy inter-methodological practices to help students self-manage their learning and become interactive producers. We investigated the impact of this methodology on the Media Literacy processes to demonstrate the viability of acquiring media competences and of learning how to operate within the new discursive paradigms of media. We considered those aspects and factors that show how the developed processes enhanced student learning.