In its broadest sense, learning can be defined as a process of progressive change from ignorance to knowledge, from inability to competence, and from indifference to understanding.
Michael RobbGrieco is a media literacy historian and educational technology leader in Vermont. Originally from Baltimore, MD, Mike taught public high school Englishand ESL for six years in New Hampshire after earning a Master of Artsin Teaching from the University of New Hampshire and a BA in English from Bucknell University. He earned his PhD from Temple University in 2015, writing about the history of media literacy in an examination of the Center for Media Literacy's Media&Values magazine, 1977 - 1993.
Mike's creative teaching strategiesare described in Renee Hobbs' book Reading the Media: Media Literacy in High School English (2007). He co-authored an article in Youth Media Reporter about the National Media Education Conference in St. Louis, where he offered a presentation on teaching about popular music.
Mike is interested in how adolescent identity development is affected by participating in various discourse communities related to music, media and popular culture. He explores how comedy, remix and appropriation strategies, made possible by digital media, may create educational affordances that support media literacy education. His website, Media Lunacy for Media Literacy offers insight on the use of comedy media texts in the classroom.