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Social networking sites, YouTube, participation, content, young people, socioeconomic level
Al-Rahmi, W., & Othman, M. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal of Information Systems Research and Innovation, 4(12), 1-10. https://bit.ly/3uEL79w
Anderson, M., & Jiang, J. (2018). Teens, social media & technology 2018. Pew Research Center. https://pewrsr.ch/3uGBbfN
Baumer, E.P. (2018). Socioeconomic Inequalities in the Non-use of Facebook. In R. Mandryk, & M. Hancock (Eds.), Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-14). Association for Computing Machinery. https://doi.org/10.1145/3173574.3174190
Bautista-Sancho, L. (2012). Los cambios en la web 2.0: Una nueva sociabilidad. Estudios sobre el Mensaje Periodístico, 18, 121-128. https://doi.org/10.5209/rev_ESMP.2012.v18.40917
Blank, G. (2013). Who creates content? Stratification and content creation on the Internet. Information, Communication & Society, 16(4), 590-612. https://doi.org/10.1080/1369118X.2013.777758
Blank, G., & Dutton, W.H. (2012). Age and trust in the Internet: The centrality of experience and attitudes toward technology in Britain. Social Science Computer Review, 30(2), 135-151. https://doi.org/10.1177/0894439310396186
Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press. https://bit.ly/3y2HtZc
Briciu, A., & Briciu, V.A. (2020). Participatory culture and tourist experience: Promoting destinations through YouTube. In A. Kavoura, E, Kefallonitis & P, Theodoridis (Eds.), Strategic Innovative Marketing and Tourism (pp. 425-433). Springer. https://doi.org/10.1007/978-3-030-36126-6_47
Castillo-Abdul, B., Romero-Rodríguez, L.M., & Larrea-Ayala, A. (2020). Kid influencers in Spain: Understanding the themes they address and preteens' engagement with their YouTube channels. Heliyon, 6(9). https://doi.org/10.1016/j.heliyon.2020.e05056
Cipolletta, S., Malighetti, C., Cenedese, C., & Spoto, A. (2020). How can adolescents benefit from the use of social networks? The iGeneration on Instagram. International Journal of Environmental Research and Public Health, 17(19), 6952. https://doi.org/10.3390/ijerph17196952
Correa, T. (2016). Digital skills and social media use: How Internet skills are related to different types of Facebook use among ‘digital natives’. Information, Communication & Society, 19(8), 1095-1107. https://doi.org/10.1080/1369118X.2015.1084023
Creswell, J.W., & Poth, C.N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Saga publications. https://bit.ly/2ReWsyt
Fardoun, H.M., Alghazzawi, D.M., López, S.R., Penichet, V.M., & Gallud, J.A. (2012). Online social networks impact in secondary education. In P. Vittorini, R, GennariIvana, I, Marenzi, F, de-la-Prieta, & J.M. Corchado- Rodríguez (Eds.), International Workshop on Evidence-Based Technology Enhanced Learning (pp. 37-45). https://doi.org/10.1007/978-3-642-28801-2_5
Ferrés, J., & Piscitelli, A. (2012). Media competence. Articulated proposal of dimensions and indicators. [La competencia mediática: propuesta articulada de dimensiones e indicadores]. Comunicar, 38, 75-82. https://doi.org/10.3916/C38-2012-02-08
García-Leiva, M. (2017). Desafíos y oportunidades para la diversidad del audiovisual en internet. Política & Sociedade, 16(35), 132-158. https://doi.org/10.5007/2175-7984.2017v16n35p132
Halpern, D., Piña, M., & Gunckel, C.O. (2020). School performance: New multimedia resources versus traditional notes. [El rendimiento escolar: Nuevos recursos multimedia frente a los apuntes tradicionales]. Comunicar, 64, 39-48. https://doi.org/10.3916/C64-2020-04
Hargittai, E. (2008). The digital reproduction of inequality. In D.B. Grusky, & S. Szelényi (Eds.), The inequality reader: Contemporary and foundational readings in race, class, and gender (pp. 936-944). Routledge. https://doi.org/10.4324/9780429494468-69
Hargittai, E., & Walejko, G. (2008). The participation divide: Content creation and sharing in the digital age. Information, Community and Society, 11(2), 239-256. https://doi.org/10.1080/13691180801946150
Helsper, E.J. (2012). A corresponding fields model for the links between social and digital exclusion. Communication Theory, 22(4), 403-426. https://doi.org/10.1111/j.1468-2885.2012.01416.x
Hoffmann, C.P., Lutz, C., & Meckel, M. (2015). Content creation on the Internet: A social cognitive perspective on the participation divide. Information, Communication & Society, 18(6), 696-716. https://doi.org/10.1080/1369118X.2014.991343
Instituto Nacional de Estadisticas y Censos (INEC) (Ed.) (2019). Tecnologías de la información y la comunicación. Instituto Nacional de Estadisticas y Censos. https://bit.ly/3hbn9Pj
Kaplan, A.M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59-68. https://doi.org/10.1016/j.bushor.2009.09.003
Latorre, M. (2018). Historia de las Web, 1.0, 2.0, 3.0 y 4.0. Universidad Marcelino Champagnat. https://bit.ly/3yekZEK
Micheli, M. (2016). Social networking sites and low-income teenagers: Between opportunity and inequality. Information, Communication & Society, 19(5), 565-581. https://doi.org/10.1080/1369118X.2016.1139614
Ministerio de Telecomunicaciones (Ed.) (2015). 91% de ecuatorianos utiliza las redes sociales en su teléfono inteligente. https://bit.ly/3xYPSwx
Obar, J.A., & Wildman, S.S. (2015). Social media definition and the governance challenge: An introduction to the special issue. Telecommunications Policy, 39(9), 745-750. https://doi.org/10.1016/j.telpol.2015.07.014
Palo?, R., & Drobot, L. (2010). The impact of family influence on the career choice of adolescents. Procedia-Social and Behavioral Sciences, 2(2), 3407-3411. https://doi.org/10.1016/j.sbspro.2010.03.524
Pires, F., Masanet, M.J., & Scolari, C.A. (2019). What are teens doing with YouTube? Practices, uses and metaphors of the most popular audio-visual platform. Information, Communication & Society, 1-17. https://doi.org/10.1080/1369118X.2019.1672766
Raddaoui, A. (2012). Democratization of knowledge and the promise of web 2.0: A historical perspective. In Proceedings of The European Conference On E-Learning (pp. 435-441). https://bit.ly/3bgDP4g
Ríos-Hernández, I.N., Rivera-Rogel, D., & Portugal, M.R. (2020). Análisis de las competencias mediáticas de alumnos y docentes de Latinoamérica: Casos Colombia, Ecuador, Bolivia y Argentina. In Aguaded & Vizcai?no-Verdu? (Eds.), Redes sociales y ciudadania: Hacia un mundo ciberconectado y empoderado (pp.125-134). Grupo Comunicar Ediciones. https://doi.org/10.3916/alfamed2020
Rodríguez, A. (2020). ¿Cuáles son las redes sociales preferidas por los ecuatorianos? El Comercio. https://bit.ly/3fapSFQ
Romero, S., Fardoun, H.M., Penichet, V.M.R., & Gallud, J.A. (2013). Tweacher: New proposal for online social networks impact in secondary education. ADCAIJ: Advances in Distributed Computing and Artificial Intelligence Journal, 2(1), 9-18. https://doi.org/10.14201/ADCAIJ201324918
Sánchez-Díaz-de-Mera, D., & Lázaro-Cayuso, P. (2017). La adicción al Whatsapp en adolescentes y sus implicaciones en las habilidades sociales. Tendencias pedagógicas, 29, 121-134. https://doi.org/10.15366/tp2017.29.005
Shiau, W.L., Dwivedi, Y.K., & Yang, H.S. (2017). Co-citation and cluster analyses of extant literature on social networks. International Journal of Information Management, 37(5), 390-399. https://doi.org/10.1016/j.ijinfomgt.2017.04.007
Vizcaíno-Verdú, A., Contreras-Pulido, P., & Guzmán-Franco, M.D. (2019). Reading and informal learning trends on YouTube: The booktuber. [Lectura y aprendizaje informal en YouTube: El booktuber]. Comunicar, 59, 95-104. https://doi.org/10.3916/C59-2019-09
We Are Social & Hootsuite (Ed.) (2020). Digital 2020. Global Digital Overview. https://bit.ly/2zSvZxQ
Yin, R. (2011). Applications of case study research, applied social research methods series. Sage. https://bit.ly/3y65Vcf
YouTube (Ed.) (2019). YouTube for press. https://bit.ly/3bjiXcw