The media environment in an information-oriented society causes an ecological crisis of human communication. While man depend more and more on communication technology the human communication loses therefore more and more its natural form. As we look through the article media ecology is a study about the interaction between the real life and the media environment and it has the duty to understand how the changes in media influence the procedure of human communication and the perception, the impression, the value and the action of an human being. Therefore media ecology should have the ability to deal with the changes of media and its influences on human beings and improve the situation actively. But, although the competence to communicate is a natural ability of an human being to encounter environment, in the reality where experience can be made as a visual experience the ability to communicate with the natural competence of communication cannot work properly any more. For this reason most developed countries introduce hastily media education into their institutional education. Today the youth, which is accustomed to visual media, does not like to think logical or analytic, and they give up easily if they are given a little complicated question and their ability to think is reduced. However reading books is a steady process to an independent realization of basic study and further more matured competency. The reasons why developed countries are starting movements like the "Book-Start-Movement" to make reading more familiar from the childhood on are that in an media environment where "video" dominates the need of reading education and literacy (or education which is literate) is more urgent than ever and the habit of reading from childhood can be decisive for the learning ability and thinking possibility for the future. The policies to promote the habit of reading are various. These policies may be also realized through making certain conditions entering a school or a company, improving educational systems or expanding cultural institutions such as public libraries and through various reading movements by social educational institutions. But the easiest way of cultural movement and media education under the present circumstances, where the equipment of libraries and the cultural infra-structure of participating media are lacking and where the systems of entering a school or a company is based on memory education, would be the movement of "reading a book to/for children" at home. (The) home is the place where reading begins and also the place which combines reading education and movements from school or society to reality.
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