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Dr. Vanessa Elaine Greenwood (formerly Domine) is a full professor in the School of Communication and Media and the founder of the COMM+MEDIA Research Collaboratory (http://www.cmrcollaboratory.org). From 2014-2016 she served as chairperson of the Department of Secondary and Special Education in the College of Education at Montclair State University.
Dr. Greenwood 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 early research and scholarship focused on the uses of technology to renew schooling and promote democratic practices particularly through media literacy education and teacher preparation. In 2013 the National Association for Media Literacy Education (NAMLE) honored her with the Meritorious Service award from for her service as their Vice President of the Board of Directors, co-editor of the Journal of Media Literacy Education, and two-time conference program chair. Dr. Greenwood currently serves on numerous editorial boards for education, media, technology, and health media-related academic journals.
In 2016, Dr. Greenwood joined the faculty in the School of Communication and Media in the College of the Arts at MSU teaching courses, including "Media Criticism"(CMST 325), "The Language of Television" (TVDM 201), "Children's Television" (TVDM 353),"Doing Media Literacy through Disney" (CMST 350/435),"Food Media Literacy" (CMST 435), and "Introduction to Communication and Media Arts" (COMM 110). Her second book is "Healthy Teens, Healthy Schools: How Media Literacy Education Can Renew Education in the United States" (Rowman & Littlefield, 2015). She just published her third book titled "Navigating Media Literacy: A Pedagogical Tour of Disneyland" (Myers Education Press, 2020). She has relinquished her personal social media accounts, but you can learn more about her work at http://www.vanessagreenwood.us.
Dr. Greenwood's research intersects the fields of communication, education and technology with a particular emphasis on media literacy education. Broadly speaking, she is interested in how media technologies can support communicative and communal experiences among all learners (but especially adolescent learners). She also studies the growing need for health media literacy among all age groups.
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- Navigating Media Literacy: A Pedagogical Tour of Disneyland (2020 Book)
- Healthy Teens, Healthy Schools (2015 Book) Companion Web Site
- Rethinking Technology in Schools (2009 Book)
- Re-Envisioning Post-Pandemic Schooling (2020)
- Project Literacy Among Youth (PLAY)
- Sample Research Publication (2012)
- Sample Research Publication (2011)
- Sample Research Publication (2009)
- C+MRC Annual Report(s)
- CMST 325 (Media Criticism) Course Syllabus
- CMST 435 (Food Media Literacy) Course Syllabus
- CMST 435 (Doing Media Literacy through Disney) Course Syllabus
- CMST 280 (Investigative Research Methods) Course Syllabus
- TVDM 201 (Language of Television) Course Syllabus
- CMDA 110 (Intro to Comm & Media Arts) Course Syllabus
The C+MRC in the School of Communication and Media at Montclair State University operates on a collaboratory concept (collaboration + laboratory ). It is a center without walls where researchers can share data, maximize resources, and interact with colleagues—regardless of physical location. The C+MRC allows research faculty and students to work with members of all facets of society to address current dilemmas.fosters innovation through collaborative research and praxis. Our overarching mission is to apply diverse methodologies to solve problems and catalyze positive social change. To this end, the C+MRC supports research incubation, instructional innovation, and their application across the inherently diverse yet intersecting fields of communication and media. We are dedicated to serving (in order of priority): students, faculty, community, and institutional partners.
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.