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Media literacy, educommunication, school, education, digital media, young people
Bauman, Z. (2003). Modernidad líquida. Editorial Fondo de Cultura Económica. https://bit.ly/3tEXNMl
Burgos, D., Tlili, A., & Tabacco, A. (2021). Radical solutions for education in a crisis context. Springer. https://doi.org/10.1007/978-981-15-7869-4
Cannon, M., Connolly, S., & Parry, R. (2020). Media literacy, curriculum and the rights of the child. Discourse, 1-13. https://doi.org/10.1080/01596306.2020.1829551
Cipollone, M., Schifter, C.C., & Moffat, R.A. (2014). Minecraft as a creative tool: A case study. Game-Based Learning, 4(2), 956-969. https://doi.org/10.4018/ijgbl.2014040101
Coombs, P. (1971). La crisis mundial de la educación. Península.
Corbetta, P. (2007). Metodología y técnicas de investigación social. McGraw Hill. https://bit.ly/3erHPAU
Delors, J. (Coord.). (1996). La educación a lo largo de la vida. Anaya-Unesco.
Erstad, O., Miño, R., & Rivera-Vargas, P. (2021). Educational practices to transform and connect schools and communities. [Prácticas educativas para transformar y conectar escuelas y comunidades]. Comunicar, 66, 9-20. https://doi.org/10.3916/C66-2021-01
Faure, E. (Coord.). (1983). Aprender a ser. Alianza. https://bit.ly/3fc0tvI
Feito, R. (2020). ¿Qué hace una escuela como tú en un siglo como este? La Catarata. https://bit.ly/33IKbox
Fidai, A., Capraro, M.M., & Capraro, R.M. (2020). “Scratch”-ing computational thinking with Arduino: A meta-analysis. Thinking Skills and Creativity, 38. https://doi.org/10.1016/j.tsc.2020.100726
Freinet, C. (1986). Por una escuela del pueblo. Laia.
Freire, P. (2005). Pedagogía de la autonomía. Saberes necesarios y práctica educativa. Siglo XXI. https://bit.ly/3uugp2D
Glaser B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine. https://doi.org/10.4324/9780203793206
Glaser, B.G. (1992). Basics of grounded theory analysis: Emergence versus forcing. Sociology Press. https://bit.ly/2PXJ41f
Glover, I., Hepplestone, S., Parkin, H., Rodger, H., & Irwin, B. (2016). Pedagogy first: Realising technology enhanced learning by focusing on teaching practice. British Journal of Educational Technology, 47(5), 993-1002. https://doi.org/10.1111/bjet.12425
Greenhow, C., & Lewin, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6-30. https://doi.org/10.1080/17439884.2015.1064954
Guerrero-Pico, M., Masanet, M.J., & Scolari, C.A. (2018). Toward a typology of young produsers: Teenagers’ transmedia skills, media production, and narrative and aesthetic appreciation. New media & society, 21(2), 336-353. https://doi.org/10.1177%2F1461444818796470
Hull, G., & Katz, M.L. (2006). Crafting an agentive self: Case studies on digital storytelling. Research in the Teaching of English, 41(1), 43-81. https://bit.ly/2M8EfjE
Kaplún, M. (2008). De medios y fines en comunicación educativa. Chasqui, 58, 4-6. https://doi.org/10.16921/chasqui.v0i58.1120
Kozulin, A. (1998). Psychological tools. A sociocultural approach to education. Harvard University Press. https://bit.ly/3y7D5Iv
Kupers, E., Lehmann-Wermser, A., McPherson, G., & Van-Geert P. (2019). Children’s creativity: A theoretical framework and systematic review. Review of Educational Research, 89(1), 93-124. https://doi.org/10.3102/0034654318815707
Lorenz, R., Endberg, M., & Bos, W. (2019). Predictors of fostering students’ computer and information literacy – analysis based on a representative sample of secondary school teachers in Germany. Education and Information Technologies, 24, 911-928. https://doi.org/10.1007/s10639-018-9809-0
Matthews, A. (2020). Sociotechnical imaginaries in the present and future university: A corpus-assisted discourse analysis of UK higher education texts. Learning, Media and Technology, 1-14. https://doi.org/10.1080/17439884.2021.1864398
Moraño-Fernández, J.A., Moll-Lopez S., Sanchez-Ruiz L.M., Vega-Fleitas E., Lopez-Alfonso S., & Puchalt-Lopez, M. (2021). Adapting a Micro-Flip Teaching with E-Learning Resources in Aerospace Engineering Mathematics During COVID-19 Pandemic. In S.I. Ao., H.K. Kim., & M.A Amouzegar (Eds.), Transactions on Engineering Technologies (pp. 75-86). Springer. https://doi.org/10.1007/978-981-15-9209-6_6
Nartey, M., & Mwinlaaru, N. (2019). Towards a decade of synergising corpus linguistics and critical discourse analysis: A meta-analysis. Corpora, 14(2), 203-235. https://doi.org/10.3366/cor.2019.0169
Pauwels, L. (2012). A multimodal framework for analyzing Websites as cultural expressions. Journal of Computer-mediated Communication, 17(3), 247-265. https://doi.org/10.1111/j.1083-6101.2012.01572.x
Pereira, S., Fillol, J., & Moura, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. [El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal]. Comunicar, 58, 41-50. https://doi.org/10.3916/C58-2019-04
Pérez-Lindo, A. (2014). Las TIC, el proceso del conocimiento y las competencias docentes. Avaliação, 19(3), 631-642. https://doi.org/10.1590/S1414-40772014000300006
Pérez-Tornero, J.M. (2020). La gran mediatización I. El tsunami que expropia nuestras vidas. Del confinamiento digital a la sociedad de la distancia. UOC. https://bit.ly/3b9iUA0
Pettersson, F. (2021). Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept. Educ Inf Technol, 26, 187-204. https://doi.org/10.1007/s10639-020-10239-8
Portalés, M. (2019). Alfabetización mediática y nuevos entornos digitales. [Doctoral dissertation, Universitat Autònoma de Barcelona]. https://bit.ly/3nU1jBg
Pozo-Sánchez, S., López-Belmonte, J., Rodríguez-García, A.M., & López-Núñez, J.A. (2020). Teachers’ digital competence in using and analytically managing information in flipped learning. Culture and Education, 32(2), 213-241. https://doi.org/10.1080/11356405.2020.1741876
Price, K. (2019). The writing teacher: Rethinking assessment and transformative learning in the creative writing classroom. New Writing, 17(4), 463-470. https://doi.org/10.1080/14790726.2019.1699577
Sánchez-López, I. (2020). Narrativas en la era digital: mediaciones del relato y empoderamiento creativo en la generación Z. [Doctoral Dissertation, Universidad de Huelva]. Arias Montano. https://bit.ly/3oHId0t
Sánchez-López, I., Pérez-Rodríguez, A., & Fandos-Igado, M. (2019). Com-educational Platforms: Creativity and community for learning. Journal of New Approaches in Educational Research, 8(2), 214-226. https://doi.org/10.7821/naer.2019.7.437
Sánchez-Morales, J.N., Huerta-León, E.E., Rivera-Lozada, O., Flores-Coronado, M.L., & Núñez-Lira, L.A. (2021). Virtuality in university teaching-learning versus COVID-19: Virtualidade no ensino-aprendizagem universitário em face da COVID-19. Tempos e espaços em educação, 14(33), 1-14. https://doi.org/10.20952/revtee.v14i33.15108
Sánchez-Vilela, R., & Borjas, C. (2021). Entre el desarraigo y la querencia. Jóvenes rurales y TIC en Uruguay. Una aproximación cualitativa. Redes, 26, 1-21. https://doi.org/10.17058/redes.v26i0.15686
Scott, J.A. (2019). (Re)directing a university storytelling troupe for at-risk elementary students for course credit: A story of embodied empathy, literacy, and personal transformation. Text and Performance Quarterly, 40(2), 170-186. https://doi.org/10.1080/10462937.2019.1691742
Shiel, G., Cregan, A., McGough, A., & Archer, P. (2012). Oral language in early childhood and Primary Education. NCCA. https://bit.ly/3to0C45
Siemens, G. (2006). Conociendo el conocimiento. Nodos Ele.
UNESCO (Ed.) (2014). Teaching and learning: Achieving quality for all: EFA global monitoring report, 2013-2014. UNESCO. https://bit.ly/3ka40MU
UNESCO (Ed.) (2019). Empowering students for just societies: A handbook for secondary school teachers. UNESCO. https://bit.ly/3qFczC5
Vygotsky, L.S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97. https://doi.org/10.1080/10610405.2004.11059210
Wallace, C. (2000). Storytelling: Reclaiming an age-old wisdom for the composition classroom. Teaching English in the two-year College, 7(4), 434-439. https://www.ncte.org/journals/tetyc/issues/v27-4
Wan, Y.S. (2020). Education during COVID-19. Ideas. https://bit.ly/3uuUXe6
Yang, Y.T.C., & Wu, W.C.I. (2012). Digital storytelling for enhancing student académica achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
Zimmerman, M.A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In J. Rappaport, & E. Seidman (Eds.), Handbook of community psychology (pp. 43-64). Kluwer Academic Plenum. https://doi.org/10.1007/978-1-4615-4193-6_2