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Social media, disinformation, information disorder, media literacy, information skills, creators
Ahmed, S. (2021). Who inadvertently shares deepfakes? Analyzing the role of political interest, cognitive ability, and social network size. Telematics and Informatics, 57, 1-10. https://doi.org/10.1016/j.tele.2020.101508
Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. JRC-IPTS European Commission. https://bit.ly/3trbl1c
Allcott, H., Gentzkow, M., & Yu, C. (2019). Trends in the diffusion of misinformation on social media. Research and Politics, 6(2), 1-13. https://doi.org/10.1177/2053168019848554
Andersen, J., & Søe, S.O. (2020). Communicative actions we live by: The problem with fact-checking, tagging or flagging fake news – the case of Facebook. European Journal of Communication, 35(2), 126-139. https://doi.org/10.1177/0267323119894489
Ardèvol-Abreu, A., Delponti, P., & Rodríguez-Wangüemert, C. (2020). Intentional or inadvertent fake news sharing? Fact-checking warnings and users’ interaction with social media content. Profesional de la Información, 29(5), 1-13. https://doi.org/10.3145/epi.2020.sep.07
Area-Moreira, M., & Pessoa, T. (2012). From solid to liquid: New literacies to the cultural changes of Web 2.0. [De lo sólido a lo líquido: Las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0]. Comunicar, 38, 13-20. https://doi.org/10.3916/C38-2012-02-01
Avram, M., Micallef, N., Patil, S., & Menczer, F. (2020). Exposure to social engagement metrics increases vulnerability to misinformation. Harvard Kennedy School Misinformation Review, 1-9. https://doi.org/10.37016/mr-2020-033
Babaei, M., Kulshrestha, J., Chakraborty, A., Redmiles, E.M., Cha, M., & Gummadi, K.P. (2021). Analyzing biases in perception of truth in news stories and their implications for fact checking. IEEE Transactions on Computational Social Systems, 1-12. https://doi.org/10.1109/TCSS.2021.3096038
Ballesteros, J.C., & Picazo, L. (2018). Las TIC y su influencia en la socialización de adolescentes. Fundación de Ayuda Contra la Drogadicción (FAD). https://bit.ly/32iWuel
Bernal-Triviño, A.I. (2015). Tecnología, redes sociales, política y periodismo. ¿Pluralidad informativa o efecto bumerán? Cuadernos.Info, 36, 191-205. https://doi.org/10.7764/cdi.36.647
Boni, A., Belda-Miquel, S., & Calabuig, C. (2020). Critical global citizenship education. Síntesis. https://bit.ly/3ySn0qI
Bradshaw, S., & Howard P.N. (2019). The global disinformation order: 2019 Global inventory of organized social media manipulation. Working Paper 3. University of Oxford. https://bit.ly/3yU5baT
Buckingham, D. (2019). Teaching media in a ‘post-truth’ age: Fake news, media bias and the challenge for media/digital literacy education. Cultura y Educación, 31(2), 213-231. https://doi.org/10.1080/11356405.2019.1603814
Burguet-i-Arfelis, M., & Buxarrais, M.R. (2012). Competencias ético-digitales transversalidad y paradojas. In L. García-Aretio (Ed.), Sociedad del conocimiento y educación (pp. 221-226). https://bit.ly/3pm5pEr
Carretero, G.S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Publications Office of the European Union. https://doi.org/10.2760/38842
Chan, M., Pui, S., Jones, C.R., Hall-Jamieson, K., & Albarracín, D. (2017). Debunking: A meta-analysis of the psychological efficacy of messages countering misinformation. Psychological Science, 28(11), 1531-1546. https://doi.org/10.1177/0956797617714579
De-Frutos-Torres, B., Pastor-Rodríguez, A., & Martín-García, N. (2021). Consumo de las plataformas sociales en Internet y escepticismo a la publicidad. Profesional de la información, 30(2). https://doi.org/10.3145/epi.2021.mar.04
De-keersmaecker, J., & Roets, A. (2017). ‘Fake news’: Incorrect, but hard to correct. The role of cognitive ability on the impact of false information on social impressions. Intelligence, 65, 107-110. https://doi.org/10.1016/j.intell.2017.10.005
Dechêne, A., Stahl, C., Hansen, J., & Wänke, M. (2010). The truth about the truth: A meta-analytic review of the truth effect. Personality and Social Psychology Review, 14(2), 238-257. https://doi.org/10.1177/1088868309352251
Eurobarometer (Ed.) (2018). Fake news and disinformation online. https://doi.org/10.2759/559993
European Commission (Ed.) (2018). A multidimensional approach to disinformation. Report of the Independent High level group on fake news and online Disinformation. Publications Office of the European Union. https://doi.org/10.2759/0156
Figueira, J., & Santos, S. (2019). Perceptions about fake news in Portuguese higher education students: An analysis of consumption and attitudes. Profesional de La Informacion, 28(3), 1-16. https://doi.org/10.3145/epi.2019.may.15
García-Valcárcel, A. (2016). Las competencias digitales en el ámbito educativo. Gredos. https://bit.ly/3Fqsw6n
García-Valcárcel, A., & Martín-Del-Pozo, M. (2015). Análisis de las competencias digitales de los graduados en titulaciones de Maestro. RELATEC,15(2), 155-168. https://doi.org/10.17398/1695-288X.15.2.155
Golob, T., Makarovi?, M., & Rek, M. (2021). Meta-reflexivity for resilience against disinformation. [Meta-reflexividad para la resiliencia contra la desinformación]. Comunicar, 66, 107-118. https://doi.org/10.3916/C66-2021-09Guerrero-Pico, M., Masanet M.J., & Scolari, C.A. (2019). 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/10.1177/1461444818796470
Hargittai, E., & Hinnant, A. (2008). Digital inequality: Differences in young adults' use of the Internet. Communication Research, 35(5), 602-621. https://doi.org/10.1177/0093650208321782
Hasher, L., Goldstein, D., & Toppino, T. (1977). Frequency and the conference of referential validity. Journal of Verbal Learning and Verbal Behavior, 16(1), 107-112. https://doi.org/10.1016/S0022-5371(77)80012-1
Herrero-Diz, P., Conde-Jiménez, J., Tapia-Frade, A., & Varona-Aramburu, D. (2019). The credibility of online news: An evaluation of the information by university students.La credibilidad de las noticias en Internet: Una evaluación de la información por estudiantes universitarios. Cultura y Educacion, 31(2). https://doi.org/10.1080/11356405.2019.1601937
Howard, P.N., Neudert, L.M., & Prakash, N. (2021). Digital misinformation / disinformation and children. UNICEF. https://bit.ly/3w3yY1j
Jenkins H., & Carpentier N. (2013). Theorizing participatory intensities: A conversation about participation and politics. Convergence, 19(3), 265-286. https://doi.org/10.1177/1354856513482090
Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21stCentury. White Paper. MacArthur Foundation. https://bit.ly/3EjC1Tz
Jenkins, H., Shresthova, S., Gamber-Thompson, L., Kligler-Vilenchik, N., & Zimmerman, A. (2016). By any media necessary: The new youth activism. New York University Press. https://doi.org/10.18574/9781479829712-002
Jones-Jang, S.M., Mortensen, T., & Liu, J. (2021). Does media literacy help identification of fake news? Information literacy helps, but other literacies don’t. American Behavioral Scientist, 65(2), 371-388. https://doi.org/10.1177/0002764219869406
Kim, E.M., & Yang, S. (2016). Internet literacy and digital natives’ civic engagement: Internet skill literacy or Internet information literacy? Journal of Youth Studies, 19(4), 438-456. https://doi.org/10.1080/13676261.2015.1083961
Lewandowsky, S., Ecker, U.K.H., Seifert, C.M., Schwarz, N., & Cook, J. (2012). Misinformation and its correction: Continued influence and successful debiasing. Psychological Science in the Public Interest, 13(3), 106-131. https://doi.org/10.1177/1529100612451018
Litt, E. (2013), Measuring users' Internet skills: A review of past assessments and a look toward the future. New Media & Society, 15(4), 612-630. https://doi.org/10.1177/1461444813475424
Livingstone, S., & Helsper, E. (2010). Balancing opportunities and risks in teenegers’ use of the Internet: The role of online skills and Internet self-efficacy. New Media & Society, 12(2), 309-329. https://doi.org/10.1177/1461444809342697
López-de-Ayala, M.C., Vizcaíno-Laorga, R., & Montes-Vozmediano, M. (2020). Hábitos y actitudes de los jóvenes ante las redes sociales: Influencia del sexo, edad y clase social. Profesional de La Información, 29(6), 1-13. https://doi.org/10.3145/epi.2020.nov.04
Luo, H., Cai, M., & Cui, Y. (2021). Spread of misinformation in social networks: Analysis based on Weibo tweets. Security and Communication Networks. https://doi.org/10.1155/2021/7999760
Mascheroni, G., Cino, D., Mikuska, J., Lacko, D., & Smahel, D. (2020). Digital skills, risks and wellbeing among European children. Report on (f)actors that explain online acquisition, cognitive, physical, psychological and social wellbeing, and the online resilience of children and young people. ySKILLS-youth skills. https://doi.org/10.5281/zenodo.4274602
Mele, N., Lazer, D., Baum, M., Grinberg, N., Friedland, L., Joseph, K., & Mattsson, C. (2017). Combating fake news: An agenda for research and action. https://bit.ly/3KExKO7
Mihailidis, P., & Viotty, S. (2017). Spreadable spectacle in digital culture: Civic expression, fake news, and the role of media literacies in “post-fact” society. American Behavioral Scientist, 61(4), 441-454. https://doi.org/10.1177/0002764217701217
Mønsted, B., Sapiezynski, P., Ferrara, E., & Lehmann, S. (2017). Evidence of complex contagion of information in social media: An experiment using twitter bots. PloS ONE, 12(9). https://doi.org/10.1371/journal.pone.0184148
OCDE (Ed.) (2016). Skills for a digital Word. OECD Publishing. https://bit.ly/3ehRFo7
Papadopoulos, S., Bontcheva, K., Jaho, E., Lupu, M., & Castillo, C. (2016). Overview of the special issue on trust and veracity of information in social media. ACM Transactions on Information Systems, 34(3), 1-5. https://doi.org/10.1145/2870630
Pennycook, G., & Rand, D. (2019). Lazy, not biased: Susceptibility to partisan fake news is better explained by lack of reasoning than by motivated reasoning. Cognition, 188, 39-50. https://doi.org/10.1016/j.cognition.2018.06.011
Pereira, S., Moura, P., Masanet, M.J., Taddeo, G., & Tirocchi, S. (2018). Media uses and production practices: Case study with teens from Portugal, Spain and Italy. Comunicación y Sociedad, 33, 89-114. https://doi.org/10.32870/cys.v0i33.7091
Petrucco, C., & Agostini, D. (2021). Student perceptions of fake news. International Journal of Digital Literacy and Digital Competence, 11(2), 28-43. https://doi.org/10.4018/IJDLDC.2020040103
Sánchez-García, F.J. (2021). Educar la mirada. El discurso informativo de las “fake news” en el currículo de Secundaria y Bachillerato. Contextos Educativos. Revista de Educación, 27, 153-167. https://doi.org/10.18172/con.4865
Santamaría-Cárdaba, N., Martínez-Scott, S., & Vicente-Mariño, M. (2021). Discovering the way: Past, present and possible future lines of global citisenship education. Globalisation, Societies and Education, 19(5), 687-695. https://doi.org/10.1080/14767724.2021.1878012
Scherer, R., Rohatgi, A., & Hatlevik, O.E. (2017). Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior, 70, 486-499. https://doi.org/10.1016/j.chb.2017.01.034
Soengas-Pérez, X., López-Cepeda, A.M., & Sixto-García, J. (2019). Dieta mediática, hábitos de consumo de noticias y desinformación en los universitarios españoles. Revista Latina de Comunicación Social, 74, 1056-1070. https://doi.org/10.4185/RLCS-201
Taddeo, G., & Tirocchi, S. (2019). Transmedia teens: The creative transmedia skills of Italian Students. Information, Communication & Society, 24(2), 241-257. https://doi.org/10.1080/1369118X.2019.1645193
Tandoc, E.C., Lim, Z.W., & Ling, R. (2018). Defining “fake news”: A typology of scholarly definitions. Digital Journalism, 6(2), 137-153. https://doi.org/10.1080/21670811.2017.1360143
Törnberg, P. (2018). Echo chambers and viral misinformation: Modeling fake news as complex contagion. PLoS ONE, 13(9), 1-21. https://doi.org/10.1371/journal.pone.0203958
UNESCO (Ed.) (2019). Marco de competencias de los docentes en materia de TIC. Versión 3. https://bit.ly/3t0R4vN
Van-Deursen, A.J.A.M., & van-Dijk, J.A.G.M. (2014). The digital divide shifts to differences in usage. New media & Society, 16(3), 507-526. https://doi.org/10.1177/1461444813487959
Van-Dijck, J. (2009). Users like you? Theorizing agency in user-generated content. Media, Culture & Society, 31(1), 41-58. https://doi.org/10.1177/0163443708098245
Vizcaíno-Laorga, R., Catalina-García, B., & López De Ayala-López, M.C. (2019). Participation and commitment of young people in the digital environment. Uses of social networks and perception of their consequences. Revista Latina de Comunicacion Social, 74, 554-572. https://doi.org/10.4185/RLCS-2019-1345
Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 1151, 1146-1151. https://doi.org/10.1126/science.aap9559
Wardle, C., & Derakhshan, H. (2017). Information disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe Report, 1-108. https://bit.ly/35PCjGN
Wilson, C., Grizzie, A., Tuazon, R., Akyempong, K., & Cheung, C.K. (2011). Alfabetización mediática e informacional. Currículum para profesores. UNESCO. https://bit.ly/3ej9ovb
Woolley S., & Howard P.H. (2018). Computational propaganda: Political parties, politicians, and political manipulation on social media. Oxford University Press. https://doi.org/10.1093/oso/9780190931407.001.0001