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Papers by Michael RobbGrieco

Co-Sponsored by the International Reading Association and the National Council of Teachers of English, 2013

Dear reader: Before we begin, it's time for some selfreflection. How many movies do ... more Dear reader: Before we begin, it's time for some selfreflection. How many movies do you watch in a weekend? How many hours do you spend in front of a screen of one sort or the other? How much of your waking activity is spent in using online media? Reading a newspaper? Reading a book? Listening to music? Watching TV shows or playing videogames? What role does pleasure play in these activities? How much of these activities support the escape function, providing a relief from the stress of daily life? How much ...

The l\{inding tilt' Media series is part of bo th the Peter Lang Ed ucation list :lI1d the Media ... more The l\{inding tilt' Media series is part of bo th the Peter Lang Ed ucation list :lI1d the Media ;;)nd Comm u nication list.

The ways people have publicly discussed and written about media literacy in the past have great b... more The ways people have publicly discussed and written about media literacy in the past have great bearing on how citizens, educators and learners are able to think about and practice their own media literacy. Our concepts of media literacy have evolved over time in response to changing contexts of media studies and educational discourses as well as changes in communication technologies, media industries, politics, and popular culture. My research on the history of Media&Values magazine 1977-1993, made possible by the Elizabeth Thoman Media Literacy Archive, illustrates how tracing developments of media literacy concepts over time can give us much needed perspective on the discursive contexts that constitute our field of media literacy practices today. In Media&Values, media literacy emerges from its historical contexts as a means for reform, a practice of understanding representation/reality, and a pedagogy of social analysis and inquiry. Each of these themes constructs media literacy as an intervention in power, but at different conceptual levels—addressing institutions; demystifying ideology; and negotiating identities. These historical constructions lend perspective for understanding our diverse approaches to media literacy education today in terms of how we constitute power relations among learners, educators, media makers and users, and media texts, technology and industry.

Publication details, including instructions for authors and subscription information:

This study documents how a high school ESL teacher working with new immigrants ages 14–20 support... more This study documents how a high school ESL teacher working with new immigrants ages 14–20 supported the development of their critical thinking and English language skills by using advertising analysis activities. The article examines the use of key critical questions for analyzing media messages and documents instructional activities designed to strengthen students' vocabulary, reading, and discussion skills to build inferential thinking and critical analysis skills. The researchers focus on four instructional practices used by the participating teacher, which rely on strategies for applying critical questions to analyze advertising: the cloze technique, the question generation approach, practice in analyzing ads using critical questions in class discussion, and a collaborative online writing activity resulting in the creation of a multiparagraph multimedia document. These activities provided a meaningful opportunity for students to practice speaking, listening, reading, and writing skills in English while supporting the development of abstract thinking, balancing the learning of new academic language and cultural knowledge, and connecting with students' prior knowledge , home cultures, and everyday experience.

From Exploring the Roots of Media Literacy through Personal Narrative " Because digital and media... more From Exploring the Roots of Media Literacy through Personal Narrative " Because digital and media literacy embraces the disciplines of media studies, education, technology, cultural studies and other fields, it's sometimes difficult to provide new readers with a comprehensive understanding of the multifarious roots of the field. Designed for students and others who are just entering the field, this book introduces readers to the multidisciplinary field of digital and media literacy through engaging personal narratives written by a range of distinguished scholars and practitioners who each focus on the life of one of the giants of the early 20th century, the fascinating men and women who serve as the intellectual grandparents of the current scholars and practitioners of digital and media literacy education. "

Co-Sponsored by the International Reading Association and the National Council of Teachers of English, 2013

Dear reader: Before we begin, it's time for some selfreflection. How many movies do ... more Dear reader: Before we begin, it's time for some selfreflection. How many movies do you watch in a weekend? How many hours do you spend in front of a screen of one sort or the other? How much of your waking activity is spent in using online media? Reading a newspaper? Reading a book? Listening to music? Watching TV shows or playing videogames? What role does pleasure play in these activities? How much of these activities support the escape function, providing a relief from the stress of daily life? How much ...

The l\{inding tilt' Media series is part of bo th the Peter Lang Ed ucation list :lI1d the Media ... more The l\{inding tilt' Media series is part of bo th the Peter Lang Ed ucation list :lI1d the Media ;;)nd Comm u nication list.

The ways people have publicly discussed and written about media literacy in the past have great b... more The ways people have publicly discussed and written about media literacy in the past have great bearing on how citizens, educators and learners are able to think about and practice their own media literacy. Our concepts of media literacy have evolved over time in response to changing contexts of media studies and educational discourses as well as changes in communication technologies, media industries, politics, and popular culture. My research on the history of Media&Values magazine 1977-1993, made possible by the Elizabeth Thoman Media Literacy Archive, illustrates how tracing developments of media literacy concepts over time can give us much needed perspective on the discursive contexts that constitute our field of media literacy practices today. In Media&Values, media literacy emerges from its historical contexts as a means for reform, a practice of understanding representation/reality, and a pedagogy of social analysis and inquiry. Each of these themes constructs media literacy as an intervention in power, but at different conceptual levels—addressing institutions; demystifying ideology; and negotiating identities. These historical constructions lend perspective for understanding our diverse approaches to media literacy education today in terms of how we constitute power relations among learners, educators, media makers and users, and media texts, technology and industry.

Publication details, including instructions for authors and subscription information:

This study documents how a high school ESL teacher working with new immigrants ages 14–20 support... more This study documents how a high school ESL teacher working with new immigrants ages 14–20 supported the development of their critical thinking and English language skills by using advertising analysis activities. The article examines the use of key critical questions for analyzing media messages and documents instructional activities designed to strengthen students' vocabulary, reading, and discussion skills to build inferential thinking and critical analysis skills. The researchers focus on four instructional practices used by the participating teacher, which rely on strategies for applying critical questions to analyze advertising: the cloze technique, the question generation approach, practice in analyzing ads using critical questions in class discussion, and a collaborative online writing activity resulting in the creation of a multiparagraph multimedia document. These activities provided a meaningful opportunity for students to practice speaking, listening, reading, and writing skills in English while supporting the development of abstract thinking, balancing the learning of new academic language and cultural knowledge, and connecting with students' prior knowledge , home cultures, and everyday experience.

From Exploring the Roots of Media Literacy through Personal Narrative " Because digital and media... more From Exploring the Roots of Media Literacy through Personal Narrative " Because digital and media literacy embraces the disciplines of media studies, education, technology, cultural studies and other fields, it's sometimes difficult to provide new readers with a comprehensive understanding of the multifarious roots of the field. Designed for students and others who are just entering the field, this book introduces readers to the multidisciplinary field of digital and media literacy through engaging personal narratives written by a range of distinguished scholars and practitioners who each focus on the life of one of the giants of the early 20th century, the fascinating men and women who serve as the intellectual grandparents of the current scholars and practitioners of digital and media literacy education. "