This study explores the potential of intergenerational service-learning (SL) as a dynamic methodology to enhance Media and Information Literacy (MIL) across age groups. Service-learning, an active and participatory teaching method, fosters meaningful collaboration among all stakeholders in the educational process. When enriched with an intergenerational component, SL promotes reciprocity and mutual learning, enabling participants to acquire shared skills, knowledge, and values. The study employed case-study methodology to focus specifically on qualitative data from two interactions –one at the end of 2024 and the other at the beginning of 2025–between digitally native university Gen Z (“zoomers”) students and elderly participants (Baby Boomers), examining how these relationships can address the challenges of today’s media and information landscape. The study questions how this intergenerational approach can not only bridge generational divides in their digital access and use, but also foster critical thinking about digital content, especially in the context of misinformation and harmful online discourse. The findings highlight practical tools and strategies to strengthen MIL among older adults, supported and guided by younger, digitally fluent participants. These tools are designed to promote inclusive and collaborative learning, reduce digital inequalities, and empower all participants to navigate media environments more critically and responsibly. Ultimately, the study positions intergenerational service-learning as a catalyst for enhancing media literacy, empowering communities to better understand and respond to the complex challenges of the digital age by fostering social cohesion and promoting the emergence of a perennial generation.