Dr. Domine is a full professor and former chairperson (2013-2015) of the Department of Secondary and Special Education in the College of Education at Montclair State University. She earned her BA and MA in Communication Studies from the California State University system and her PhD in Media Ecology from New York University. She worked as a media educator and technology consultant in the New York City Schools, which served as the basis of her first book, "Rethinking Technology in Schools" (Peter Lang, 2009). Her research and scholarship of pedagogy focus on the uses of technology to renew schooling and promote democratic practices particularly through media literacy education. At MSU, Dr. D. has most recently coordinated, taught (and published on) the undergraduate course "Public Purposes of Education: Democracy and Schooling" (SASE 210) and the course module "Integrating Technology Across the Curriculum" (SASE 316/518) for both undergrad and graduate secondary teacher education candidates. She recently received the 2013 Meritorious Service award from the National Association for Media Literacy Education (NAMLE) for her service as NAMLE Vice President and co-editor of the Journal of Media Literacy Education (jmle.org). She currently serves on numerous other editorial boards for education, media, and technology-related academic journals. You can follow her on Twitter @vanessadomine.
Dr. D.'s current research intersects the fields of communication, education and technology with a particular emphasis on media literacy education. More specifically, she is interested in how media technologies can support communicative and communal experiences among teachers and students and ultimately lead to more democratic approaches to schooling and education in the United States. Dr. Domine was interviewed on PBS for the "After Newton, What Next: Violence in the Media" (see below). She is currently exploring the intersection of health and media literacies. She is the author of "Rethinking Technology in Schools" (Peter Lang Publishing, 2009) and was awarded a sabbatical in Spring 2013 to finish writing her second book, "Healthy Teens, Healthy Schools: How Media Literacy Can Renew Education in the United States" that is now available through Rowman & Littlefield publishers.
Upon following these links you may be leaving the Montclair State University website. The content provided is that of the author and does not necessarily express the view of Montclair State University.
Widespread obesity, poor nutrition, sleep-deprivation, and highly digital and sedentary lifestyles are just a few of the many challenges facing young people in the United States. Although U.S. public schools have the potential for meeting these challenges on a mass scale, they are slow to respond. The emphasis on discrete subject areas and standardized test performance offers little in the way of authentic learning and may in reality impede health. Healthy Teens, Healthy Schools: How Media Literacy Education can Renew Education in the United States reframes health education as a complex terrain that resides within a larger ecosystem of historical, social, political, and global economic forces. It calls for a media literate pedagogy that empowers students to be critical consumers, creative producers, and responsible citizens. I call for a holistic public education model through school-community initiatives and innovative partnerships that successfully magnify all curriculum subjects and their associated teaching practices. Teachers, teacher educators, school administrators, community organizers, public health professionals, and policy makers must work together in a transmediated and transdisciplinary approach to adolescent health. This will ultimately demonstrate how our collective focus on cultivating healthy teens will in turn yield healthy schools.