Drawing from the precepts and constructs of Langran and DeWitt's critical place-based inquiry, this paper aims to propose alternative learning activities and performance tasks that advance the potential of media and information literacy as a social practice of situated learning, engaged scholarship, and media activism. Specifically, this set of expositions and propositions adopts and applies the four elements of Langran and DeWitt's critical place-based inquiry, namely: "(1) reading the world, (2) understanding how place matters, (3) leveraging technology, and (4) telling stories from multiple perspectives" in the process of formulating and designing community-based, youth-oriented, and ecologically conscious media and information literacy textbook learning activities and performance tasks. Consistent with the critical place-based inquiry's inherent activist and transformative stance, the proposed student tasks in this paper take into full account the place's prior history and continuing experience of exploitation and exclusion, with the consummate end-goal of engendering a liberating experience for both the learners and their co-learners from the campus and surrounding communities.