Comunicar Journal

Adkins, L. (2003). Reflexivity: Freedom or habit of gender? Theory, Culture & Society, 20(6), 21-42. https://doi.org/10.1177/0263276403206002

Akram, S., & Hogan, A. (2015). On reflexivity and the conduct of the self in everyday life: Reflections on Bourdieu and Archer. The British Journal of Sociology, 66(4), 605-625. https://doi.org/10.1111/1468-4446.12150

Archer, M (2012). The reflexive imperative in late modernity. Cambridge University Press. https://doi.org/10.1017/CBO9781139108058

Archer, M. (2007). Making our way through the world: Human reflexivity and social mobility. Cambridge University Press. https://doi.org/10.1017/CBO9780511618932

Barclay, A.D. (2018). Fake News, propaganda and plain old lies:How to find trustworthy information in the digital age. Rowmand & Littelfield. https://bit.ly/2ZHCJJh

Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Polity Press. https://bit.ly/2O8E0md

Caetano, A. (2015). Defining personal reflexivity: A critical reading of Archer’s approach. European Journal of Social Theory, 18(1), 60-75. https://doi.org/10.1177/1368431014549684

Carrigan, M. (2017). Flourishing or fragmenting amidst variety: And the digitalization of archive. In M. Archer (Ed.), Morphogenesis and Human Flourishing (pp. 163-183). Springer. https://doi.org/10.1007/978-3-319-49469-2_8

Cooper, J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22(5), 320-334. https://doi.org/10.1111/j.1365-2729.2006.00185.x

DePaulo, M.B. (2018). The psychology of lying and detecting lies. CreateSpace Independent Publishing Platform.

Dyke, M., Johnston, B., & Fuller, A. (2012). Approaches to reflexivity: Navigating educational and career pathways. British Journal of Sociology of Education, 33(6), 831-48. https://doi.org/10.1080/01425692.2012.686895

European Commission (Ed.) (2018). The multi-dimensional approach to disinformation: Report of the Independend High Level Group on Fake News and Online Disinformation. Publications Office of the European Union. https://bit.ly/396MJxO

García-Ramos, F., Zurian, F., & Núñez-Gómez, P. (2020). Gender studies in Communication Degrees. [Los estudios de género en los Grados de Comunicación]. Comunicar, 63, 21-30. https://doi.org/10.3916/C63-2020-02

Gill, R. (2007). Gender and the media. Polity Press. https://bit.ly/2OGn0UG

Goering, C.Z., & Thomas, P.L. (2018). Critical media literacy and fake news in post-truth America. Brill Sense. https://doi.org/10.1163/9789004365360

Golob, T., & Makarovi?, M. (2018). Student mobility and transnational social ties as factors of reflexivity. Social Sciences, 7(3), 46. https://doi.org/10.3390/socsci7030046

Golob, T., & Makarovi?, M. (2019). Reflexivity and structural positions: The effects of generation, gender and education. Social Sciences, 8(9), 248. https://doi.org/10.3390/socsci8090248

Hall, S., Evans, J., & Nixon, S. (2013). Representation: Cultural representations and signifying practices. Sage. https://bit.ly/3jmh6py

Hilbert, M. (2011). Digital gender divide or technologically empowered women in developing countries? A typical case of lies, damned lies, and statistics. Women's Studies International Forum, 34(6), 479-489. https://doi.org/10.1016/j.wsif.2011.07.001

Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute and Knight Foundation. https://bit.ly/2DVa8HX

Lazer, D.M.J., Baum, M.A., Benkler Y., Berinsky, A.J., Greenhill, K.M., Menczer, F., Metzger, M.J., Nyhan, B., Pennycook, G., Rothschild, D., Schudson, M., Sloman, S.A., Sunstein, C.R., Thorson, E.A., Watts, D.J., & Zittrain, J.L. (2018). The science of fake news. Science, 359(6380), 1094-1096. https://doi.org/10.1126/science.aao2998

Little, R.J.A. (1993). Post-stratification: A modeler’s perspective. Journal of the American Statistical Association, 88(423), 1001-1012. https://doi.org/10.1080/01621459.1993.10476368

Livingstone, S. (2004). Media literacy and the challenge of new information and communication technologies. The Communication Review, 7(1), 3-14. https://doi.org/10.1080/10714420490280152

Lotero-Echeverri, G., Romero-Rodriguez, L.M., & Perez-Rodriguez, M.A. (2018). Fact-checking vs. fake news: Confirmation journalism as a tool of media literacy against misinformation. Index.Comunicacion, 8(2), 295-316. https://bit.ly/2ZKpbNj

Martens, H. (2010). Evaluating media literacy education: Concepts, theories and future direction. Journal of Media Literacy Education, 2(1), 1-22. https://bit.ly/2CQdyeq

Martens, H., & Hobbs, R. (2015). How media literacy supports civic engagement in a digital age, Atlantic Journal of Communication, 23(2), 120-137. https://doi.org/10.1080/15456870.2014.961636

Martin, P.M., & Jerry, J.O. (2019). Patterns of deceptive communication of social and religious issues in social media: Representation of social issues in social media. In E.I. Chiluwa, & S.A. Samoilenko (Eds.), Handbook of research on deception, fake news, and misinformation online (pp. 490-502). IGI Global. https://doi.org/10.4018/978-1-5225-8535-0

Mascheroni, G., & Murru, M.F. (2014). Digital literacies and civic literacies: theoretical sssues, research questions and methodological approaches. Medijska istraživanja, 20(2), 31-53. https://bit.ly/2ODFg0L

McNay, L. (1999). Gender, habitus and the field: Pierre Bourdieu and the limits of reflexivity. Theory, Culture and Society, 16(1), 95-117. https://doi.org/10.1177/026327699016001007

Meriton, R.F. (2016). Advancing a morphogenetic understanding of organisational behaviour: An Investigation into the psychological mechanisms and organisational behavioural tendencies of autonomous reflexivity [Doctoral dissertation, University of Leeds]. https://bit.ly/30Fg1B1

OECD (Ed.) (2018a). Towards the implementation of the G20 roadmap for digitalisation: Skills, business dynamics and competition. OECD. https://bit.ly/2upzPfo

OECD (Ed.) (2018b). Bridging the digital gender divide include, upskill, innovate. OECD. https://bit.ly/37SLrVV

Peters, M.A., Rider, S., Hyvönen, M., & Besley, T. (2018). Post-truth, fake news: Viral modernity & higher education. Springer. https://doi.org/10.1007/978-981-10-8013-5

Porpora, D.V., & Shumar, W. (2010). Self-talk and self-reflection: A view from the US. In M. Archer (Ed.), Conversations about reflexivity (pp. 206-220). Routledge. https://doi.org/10.4324/9780203867556

Prendes-Espinosa, M., García-Tudela, P., & Solano-Fernández, I. (2020). Gender equality and ICT in the context of formal education: A systematic review. [Igualdad de género y TIC en contextos educativos formales: Una revisión sistemática]. Comunicar, 63, 9-20. https://doi.org/10.3916/C63-2020-01

Regueira, U., Alonso-Ferreiro, A., & Da-Vila, S. (2020). Women on YouTube: Representation and participation through the Web Scraping technique. [La mujer en YouTube: Representación y participación a través de la técnica Web Scraping]. Comunicar, 63, 31-40. https://doi.org/10.3916/C63-2020-03

Rivera-Rogel, D., Zuluaga-Arias, L.I., Montoya-Ramírez, N.M., Romero-Rodríguez, L.M., & Aguaded, I (2017). Media competencies for the citizenship training of teachers from Andean America: Colombia and Ecuador. Paideia, 27(66), 80-89. https://doi.org/10.1590/1982-43272766201710

Samuel-Arzan, T., & Hayat, T. (2019). Online news recommendations credibility: The tie is mightier than the source. [La credibilidad de las noticias digitales: El vínculo es más impactante que la fuente]. Comunicar, 60, 71-80. https://doi.org/10.3916/C60-2019-07

Sonck, N., Kuiper, E., & de-Haan, J. (2012). Digital skills in the context of media literacy. In S. Livingstone, & L. Haddon (Eds.), Children, risk and safety on the Internet (pp. 87-98). Policy Press. https://doi.org/10.1332/policypress/9781847428837.003.0007

StataCorp (Ed.) (2015). Stata statistical software (Release 14). College Station, TX: StataCorp LP.

Statistical Office of the Republic of Slovenia (Ed.) (2011). Register-based census 2011. SURS. https://bit.ly/2vbyskW

Strutt, D. (2019). The digital image and reality. Amsterdam University Press. https://doi.org/10.5117/9789462987135 Taylor, M.P. (2003). Munitions of the mind. A history of propaganda from the ancient world to the present era. Manchester University Press. https://doi.org/10.5117/9789462987135

UN Women (Ed.) (2018). Turning promises into action: Gender equality in the 2030 Agenda for sustainable development. United Nations Entity for Gender Equality and the Empowerment of Women. https://bit.ly/32nByyu

Data collection process and the preparation of this paper was supported by Slovenian Research Agency, in the framework of Infrastructure program of the Faculty of Media - Collecting, Managing and Archiving Data on Media Literacy (Ref. I0-0045) and in the framework of the research project Ref. J5-1788 Advancing social and environmental sustainability: Exploring and predicting responsible behavior in Slovenia.

Fundref

Crossmark

Technical information

Received: 30-03-2020

Revised: 21-04-2020

Accepted: 03-07-2020

OnlineFirst: 15-11-2020

Publication date: 01-01-2021

Article revision time: 22 days | Average time revision issue 66: 16 days

Article acceptance time: 95 days | Average time of acceptance issue 66: 51 days

Preprint editing time: 232 days | Average editing time preprint issue 66: 193 days

Article editing time: 277 days | Average editing time issue 66: 238 days

Metrics

Metrics of this article

Abstract readings: 19723

PDF downloads: 2312

Full metrics of Comunicar 66

Abstract readings: 201599

PDF downloads: 30329

Cited by

Cites in Web of Science

Tommasi, Francesco; Ceschi, Andrea; Sartori, Riccardo; Gostimir, Marija; Passaia, Giulia; Genero, Silvia; Belotto, Silvia; . Enhancing critical thinking and media literacy in the context of IVET: a systematic scoping review EUROPEAN JOURNAL OF TRAINING AND DEVELOPMENT, 2000.

https://doi.org/10.1108/EJTD-06-2021-0074

Guan, TR; Liu, TY and Yuan, RD. Facing disinformation: Five methods to counter conspiracy theories amid the Covid-19 pandemic COMUNICAR, 2021.

https://doi.org/10.3916/C69-2021-06

Valverde-Berrocoso, Jesus; Gonzalez-Fernandez, Alberto; Acevedo-Borrega, Jesus; . Disinformation and multiliteracy: A systematic review of the literature EDUCATION IN THE KNOWLEDGE SOCIETY, 2022.

https://doi.org/10.3916/C70-2022-08

Torres, BD; Rodriguez, AP and Diaz, RC. Credibility of Social Media and Ethical Implications for Young People REVISTA LATINA DE COMUNICACION SOCIAL, 2021.

https://doi.org/10.4185/RLCS-2021-1512

Taddeo, G; de-Frutos-Torres, B and Alvarado, MC. Creators and spectators facing online information disorder. Effects of digital content production on information skills COMUNICAR , 2022.

https://doi.org/10.3916/C72-2022-01

Valera-Ordaz, L; Requena-I-Mora, M; (...); Lopez-Garcia, G. Unraveling disinformation: Notions and discourses from the Spanish population COMUNICAR, 2022.

https://doi.org/10.3916/C72-2022-02

Golob, T and Makarovic, M. Meta-Reflexivity as a Way toward Responsible and Sustainable Behavior SUSTAINABILITY, 2022.

https://doi.org/10.3390/su14095192

Cites in Scopus

Suroedova, E., Uvarova, G., Shevkieva, N. . Psychological structure of personal resources of coping behavior of high school students), E3S Web of Conferences, .

https://doi.org/10.1051/e3sconf/202125807090

Guan, T., Liu, T., Yuan, R. . Facing disinformation: Five methods to counter conspiracy theories amid the Covid-19 pandemic | [Combatiendo la desinformación: Cinco métodos para contrarrestar las teorías de conspiración en la pandemia de Covid-19]), Comunicar, .

https://doi.org/10.3916/C69-2021-06

Torres, B.F., Rodríguez, A.P., Díaz, R.C. . The credibility of social media and ethical implications for young people | [Credibilidad e implicaciones éticas de las redes sociales para los jóvenes]), Revista Latina de Comunicacion Social, .

https://doi.org/10.4185/RLCS-2021-1512

Adam, F., Gorišek, M. . Meritocracy between myth, norm and reality | [Meritokracija med mitom, normo in realnostjo]), Druzboslovne Razprave, .

https://doi.org/10.1108/EJTD-06-2021-0074

Tommasi, F., Ceschi, A., Sartori, R., (...), Genero, S., Belotto, S. . Enhancing critical thinking and media literacy in the context of IVET: a systematic scoping review), European Journal of Training and Development, .

Gregorio Nicolás, C.S., Hermelinda, C.C., Lucero Yenifer, S.E. . Rural communication strategies in the covid-19 pandemic in the Municipality of Langui, Cusco-Peru | [Estrategias de comunicación rural en la pandemia covid-19 en la Municipalidad de Langui, Cusco-Perú]), Revista de Ciencias Sociales, .

https://doi.org/10.3916/C70-2022-08

Valverde-Berrocoso, J., González-Fernández, A., Acevedo-Borrega, J. . Disinformation and multiliteracy: A systematic review of the literature | [Desinformación y multialfabetización: Una revisión sistemática de la literatura]), Comunicar, .

Cites in Google Scholar

Suroedova, E., Uvarova, G., & Shevkieva, N. (2021). Psychological structure of personal resources of coping behavior of high school students. In E3S Web of Conferences (Vol. 258, p. 07090). EDP Sciences.

http://eprints.rclis.org/42713/

Guan, T., Liu, T., & Yuan, R. (2021). Facing disinformation: Five methods to counter conspiracy theories amid the COVID-19 pandemic. Comunicar, 29(69), 71-83.

Robles, R. M. E., & Rodríguez-Hidalgo, C. (2021). Nativos digitales y desinformación: un acercamiento desde el sur de Ecuador. Revista Tecnológica-ESPOL, 33(2), 94-108.

http://rte.espol.edu.ec/index.php/tecnologica/article/view/834

Torres, B. D. F., Rodríguez, A. P., & Cruz-Díaz, R. (2021). Credibilidad e implicaciones éticas de las redes sociales para los jóvenes. Revista Latina de Comunicacion Social, (79), 51-68.

http://nuevaepoca.revistalatinacs.org/index.php/revista/article/view/1515

Guan, T., Liu, T., & Yuan, R. (2021). Combatiendo la desinformación: Cinco métodos para contrarrestar las teorías de conspiración en la pandemia de Covid-19. Comunicar, 29(69), 71-83.

https://www.revistacomunicar.com/ojs/index.php/comunicar/article/view/C69-2021-06

Sisa, G. N. C., Cutire, H. C., & Escarcena, L. Y. S. (2021). Estrategias de comunicación rural en la pandemia covid-19 en la Municipalidad de Langui, Cusco-Perú. Revista de ciencias sociales, 27(3), 100-110.

https://dialnet.unirioja.es/servlet/articulo?codigo=8081759

Suroedova, E., Uvarova, G., & Shevkieva, N. (2021). Psychological structure of personal resources of coping behavior of high school students. In E3S Web of Conferences (Vol. 258). EDP Sciences.

Torres, B. D. F., Rodríguez, A. P., & Díaz, R. C. (2021). The Credibility of Social Media and Ethical Implications for Young People. Revista Latina de Comunicación Social, 51-68.

https://www.revistacomunicar.com/index.php?contenido=detalles&numero=70&articulo=70-2022-08

Valverde-Berrocoso, J., González-Fernández, A., & Acevedo-Borrega, J. (2022). Desinformación y multialfabetización: Una revisión sistemática de la literatura. Comunicar: Revista Científica de Comunicación y Educación, 30(70).

Tianru, G., Tianyang, L., & Randong, Y. (2021). Combatiendo la desinformación: Cinco métodos para contrarrestar las teorías de conspiración en la pandemia de Covid-19. Comunicar: revista científica iberoamericana de comunicación y educación.

https://redined.educacion.gob.es/xmlui/handle/11162/210644

Guan, T., Liu, T., & Yuan, R. (2021). Facing Disinformation: Five Methods to Counter Conspiracy Theories amid the COVID-19 Pandemic. Comunicar: Media Education Research Journal, 29(69), 67-78.

https://eric.ed.gov/?id=EJ1311436

Tommasi, F., Ceschi, A., Sartori, R., Gostimir, M., Passaia, G., Genero, S., & Belotto, S. (2021). Enhancing critical thinking and media literacy in the context of IVET: a systematic scoping review. European Journal of Training and Development.