Volume index - Journal index - Article index - Map ---- Back
Virtual communities, education, influencer, reading, books, social media
Albrecht, K. (2017). Positioning BookTube in the publishing world: An examination of online book reviewing through the field theory. [Master Dissertation, Leiden University]. https://bit.ly/3nmNME3
Awotunde, J.B., Ogundokun, R.O., Ayo, F.E., Ajamu, G.J., Adeniyi, E.A., & Ogundokun, E.O. (2019). Social media acceptance and use among university students for learning purpose using UTAUT model. In L. Borzemski, J. ?wi?tek, & Z. Wilimowska (eds.), Information systems architecture and technology: Proceedings of 40th Anniversary International Conference on Information Systems Architecture and Technology. (pp. 91-102). Springer. https://doi.org/10.1007/978-3-030-30440-9_10
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
británicos. In J. Sierra-Sánchez, & A. Barrientos-Báez (Eds.), Cosmovisión de la comunicación en redes sociales en la era postdigital (pp. 1037-1050). McGraw-Hill. https://bit.ly/30q1rRG
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539
Darmawan, I.G.N. (2020). The changes in attitudes of 15-year-old Australian students towards reading, mathematics and science and their impact on student performance. Australian Journal of Education, 64(3), 304-327. https://doi.org/10.1177/0004944120947873
Dezuanni, M.L. (2021). TikTok’s peer pedagogies-learning about books through #booktok videos. AoIR Selected Papers of Internet Research. https://doi.org/10.5210/spir.v2021i0.11901
Escamilla-Fajardo, P., Alguacil, M., & López-Carril, S. (2021). Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course. Journal of Hospitality, Leisure, Sport & Tourism Education, 28, 100302. https://doi.org/10.1016/j.jhlste.2021.100302
Fernández, R. (2021). TikTok-datos estadísticos. Statista.https://bit.ly/3EchXDE
Gaitán, J.A., & Piñuel, J.L. (1998). Técnicas de investigación en comunicación social. Síntesis. https://bit.ly/3GVRTx9
Gonzalez-Carrion, E.l., & Aguaded, I. (2019). Los instagrammers más influyentes de Ecuador. Universitas, 31, 159-174. https://doi.org/10.17163/uni.n31.2019.08
Guiñez-Cabrera, N., Mansilla-Obando, K., & Jeldes-Delgado, F. (2020). La transparencia publicitaria en los influencers de las redes sociales. Retos, Revista de Ciencias de la Administración y Economía, 10(20), 265-281. https://doi.org/10.17163/ret.n20.2020.05
Gunasinghe, A., Abd-Hamid, J., Khatibi, A., & Ferdous-Azam, S.M. (2019). The adequacy of UTAUT-3 in interpreting academician’s adoption to e-Learning in higher education environments. Interactive Technology and Smart Education 17(1), 86-106. https://doi.org/10.1108/ITSE-05-2019-0020
Hudders, L., De-Jans, S., & De-Veirman, M. (2021). The commercialization of social media stars: a literature review and conceptual framework on the strategic use of social media influencers. International Journal of Advertising, 40(3), 327-375. https://doi.org/10.1080/02650487.2020.1836925
Iodice, R., & Papapicco, C. (2021). To be a TikToker in COVID-19 era: An experience of social influence. Online Journal of Communication and Media Technologies, 11(1), e202103. https://doi.org/10.30935/ojcmt/9615
Izquierdo-Iranzo, P., & Gallardo-Echenique, E.E. (2020). Studygrammers: Learning influencers. [Estudigramers: Influencers del aprendizaje]. Comunicar, 62, 115-125. https://doi.org/10.3916/C62-2020-10
Jerasa, S., & Boffone, T. (2021). BookTok 101: TikTok, digital literacies, and out?of?school reading practices. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.1199
Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal, 45(1), 181-200. https://doi.org/10.1002/berj.3498
La Tercera (Ed.) (2021, September 27). TikTok alcanza los 1000 millones de usuarios. Qué pasa. https://bit.ly/31YF9Xo
Lawson-Body, A., Willoughby, L., Lawson-Body, L., & Tamandja, E.M. (2018). Students’ acceptance of E-books: An application of UTAUT. Journal of Computer Information Systems, 60(3), 256-267. https://doi.org/10.1080/08874417.2018.1463577
Lisdero, P.M., & Duperré, J.L. (2021). Work, training and social sensibilities: Analysis from the experiences of fit-fluencers. SN Social Sciences, 1(8), 1-18. https://doi.org/10.1007/s43545-021-00208-4
Literat, I. (2021). “Teachers Act Like We’re Robots”: TikTok as a window into youth experiences of online learning during COVID-19. AERA Open, 7(1), 1-15. https://doi.org/10.1177/2332858421995537
Lou, C., & Yuan, S. (2019). Influencer marketing: How message value and credibility affect consumer trust of branded content on social media. Journal of Interactive Advertising, 19(1), 58-73. https://doi.org/10.1080/15252019.2018.1533501
Marcelo, C., & Marcelo, P. (2021). Educational influencers on Twitter. Analysis of hashtags and relationship structure. [Influencers educativos en Twitter. Análisis de hashtags y estructura relacional]. Comunicar, 68, 73-83. https://doi.org/10.3916/C68-2021-06
Mensah, M., & Onyancha, O.B. (2021). Ghanaian academic libraries’ use of social media: A structural equation modelling approach. Information Development. https://doi.org/10.1177/0266666921999429
Merga, M.K. (2021). How can Booktok on TikTok inform readers' advisory services for young people? Library & Information Science Research, 43(2), 101091. https://doi.org/10.1016/j.lisr.2021.101091
Miles, M., Huberman, M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook. SAGE. https://bit.ly/31ZJ1bn
Mol, S.E., & Bus, A.G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. https://doi.org/10.1037/a0021890
Omar, B., & Dequan, W. (2020). Watch, share or create: The influence of personality traits and user motivation on TikTok mobile video usage. International Association of Online Engineering, 14(4), 121-137. https://doi.org/10.3991/ijim.v14i04.12429
Parratt-Fernández, S., Mera-Fernández, M., & Mayoral-Sánchez, J. (2021). Nuevos prescriptores literarios: características sociodemográficas y autopercepciones del booktuber en España. Ocnos, 20(2), 56-67. https://doi.org/10.18239/ocnos_2021.20.2.2454
Sorensen, K., & Mara, A. (2014). Booktubers as a networked knowledge community. In M. Limbu, & B. Gurung (Eds.), Emerging pedagogies in the networked knowledge society: Practices integrating social media and globalization (pp. 87-99). IGI Global. https://doi.org/10.4018/978-1-4666-4757-2.ch004
Su, Y., Baker, B.J., Doyle, J.P., & Yan, M. (2020). Fan engagement in 15 seconds: Athletes’ relationship marketing during a pandemic via TikTok. International Journal of Sport Communication, 13(3), 436-446. https://doi.org/10.1123/ijsc.2020-0238
Suárez-Álvarez, R., & García-Jiménez, A. (2021). TikTok, una aproximación de los tiktokers adolescentes españoles y
Sullivan, A., & Brown, M. (2013). Social inequalities in cognitive scores at age 16: The role of reading. Centre for Longitudinal Studies. https://bit.ly/3z3kiNH
Thomas, B. (2021). The# bookstagram: Distributed reading in the social media age. Language Sciences, 84, 101358. https://doi.org/10.1016/j.langsci.2021.101358
Tomasena, J.M. (2019). Negotiating collaborations: BookTubers, the publishing industry, and YouTube’s ecosystem. Social Media+ Society, 5(4). https://doi.org/10.1177/2056305119894004
Torppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M.K., Tolvanen, A., & Poikkeus, A.M. (2020). Leisure reading (but not any kind) and reading comprehension support each other—A longitudinal study across grades 1 and 9. Child development, 91(3), 876-900. https://doi.org/10.1111/cdev.13241
UNESCO (Ed.) (2017). Cifra en 617 millones a los niños y adolescentes sin conocimientos mínimos en lectura y matemáticas. Naciones Unidas. https://bit.ly/3laPsxE
Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Venkatesh, V., Thong, J.Y., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS quarterly, 36(1), 157-178. https://doi.org/10.2307/41410412
Vizcaíno-Verdú, A., & Tirocchi, S. (2021). Tiktokers y objetivación sexual de género en retos musicales. Media Education, 12(1), 7-16. https://doi.org/10.36253/me-9674
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
Vrontis, D., Makrides, A., Christofi, M., & Thrassou, A. (2021). Social media influencer marketing: a systematic review, integrative framework and future research agenda. International Journal of Consumer Studies, 45(4), 617-644. https://doi.org/10.1111/ijcs.12647
Williams, M.L., Saunderson, I.P., & Dhoest, A. (2021). Students’ perceptions of the adoption and use of social media in academic libraries: A UTAUT Study. Communicatio, 47(1), 76-94. https://doi.org/10.1080/02500167.2021.1876123
Xu, W., & Zammit, K. (2020). Applying thematic analysis to education: A hybrid approach to interpreting data in practitioner research. International Journal of Qualitative Methods, 19, 1-9. https://doi.org/10.1177/1609406920918810
Ye, G., Hudders, L., De-Jans, S., & De-Veirman, M. (2021). The value of influencer marketing for business: A bibliometric analysis and managerial implications. Journal of Advertising, 50(2), 160-178. https://doi.org/10.1080/00913367.2020.1857888
Zhang, Z. (2021). Infrastructuralization of Tik Tok: Transformation, power relationships, and platformization of video entertainment in China. Media, Culture & Society, 43(2), 219-236. https://doi.org/10.1177/0163443720939452