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Digital citizenship, citizenship education, media literacy, critical thinking, gender equality, young people
Aranda, D., Sánchez-Navarro, J., & Mohammadi, L. (2020). Perception and self-assessment of digital skills and gaming among youth: A dataset from Spain. Data in Brief, 28, 104957. https://doi.org/10.1016/j.dib.2019.104957
Bali, M. (2019). Reimagining digital literacies from a feminist perspective in a postcolonial context. Media and Communication, 7(2), 69-81. https://doi.org/10.17645/mac.v7i2.1935
Binder, I., & García-Gago, S. (2020). Politizar la tecnología. Radios comunitarias y derecho a la comunicación en los territorios digitales. Ediciones Jinete Insomne. https://bit.ly/3wCVGNI
Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the digital age. Theory and Research in Social Education, 44(4), 565-607. https://doi.org/10.1080/00933104.2016.1210549
Cockburn, C. (1983). Brothers: Male dominance and technological change. Pluto Press. https://bit.ly/3NtLU67
Cohen, J.N. (2018). Exploring echo-systems: how algorithms shape immersive media environments. Journal of Media Literacy Education, 10(2), 139-151. https://doi.org/10.23860/JMLE-2018-10-2-8
Darvin, R. (2018). Social class and the unequal digital literacies of youth. Language and Literacy, 20(3), 26-45. https://doi.org/10.20360/langandlit29407
De-Vicente-Domínguez, A.M., Carballeda-Camacho, M.R., & Cestino-González, E. (2022). The analysis of the informational competencies of students entering university: a case study [Análisis de las competencias mediáticas del alumnado que ingresa en la universidad: Un estudio de caso en estudiantes de comunicación]. Vivat Academia, 155, 151-171. https://doi.org/10.15178/va.2022.155.e1375
Díez-Gutiérrez, E.J. (2022). Concientización. In T. García-Gómez (Ed.), Palabras y pedagogía desde Paulo Freire. La Muralla. https://bit.ly/3vCodCf
Dubois, E., & Blank, G. (2018). The echo chamber is overstated: The moderating effect of political interest and diverse media. Information, Communication & Society, 21(5), 729-745. https://doi.org/10-1080/1369118X.2018.1428656
D’Ignazio, C., & Klein, L.F. (2020). Data feminism. The MIT Press. https://doi.org/10.7551/mitpress/11805.001.0001
Fernández-de-Castro, P., Aranda, D., Moyano, S., & Sampedro, V. (2021). Digital youth work: A systematic review with a proposal. Social Work Education. https://doi.org/10.1080/02615479.2021.1971187
Freire, P. (1970). Pedagogy of the oppressed. Continuum. https://bit.ly/3zZx3g0
Gleason, B., & Von-Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Educational Technology & Society, 21(1), 200-212. https://bit.ly/3S8D94B
Gui, M., & Argentin, G. (2011). Digital skills of internet natives: Different forms of digital literacy in a random sample of northern Italian high school students. New Media & Society, 13(6), 963-980. https://doi.org/10.1177/1461444810389751
Gurung, L. (2018). The digital divide: An inquiry from feminist perspectives. Dhaulagiri Journal of Sociology and Anthropology, 12, 50-57. https://doi.org/10.3126/dsaj.v12i0.22179
Gutiérrez-Martín, A., & Tyner, K. (2012). Media education, media literacy and digital competence. [Educación para los medios, alfabetización mediática y competencia digital]. Comunicar, 19(38), 31-39. https://doi.org/10.3916/C38-2012-02-03
Hargittai, E. (2002). Second-level digital divide: Differences in people's online skills. First Monday, 7(4), 1-19. https://doi.org/10.5210/fm.v7i4.942
Helsper, E.J. (2021). The digital disconnect: The social causes and consequences of digital inequalities. SAGE Publications Ltd. https://doi.org/10.4135/9781526492982
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. https://bit.ly/3Ntc4pG
Jackman, J.A., Gentile, D.A., Cho, N.J., & Park, Y. (2021). Addressing the digital skills gap for future education. Nature Human Behaviour, 5(5), 542-545. https://doi.org/10.1038/s41562-021-01074-z
Kovacs, A. (2017). Reading surveillance through a gendered lens: Some theory. Internet Democracy Project. https://bit.ly/3BviMZs
Loh, J. (2019). What is feminist philosophy of technology? A critical overview and a plea for a feminist technoscientific utopia. In J. Loh, & M. Coeckelbergh (Eds.), Feminist philosophy of technology (pp. 1-24). J.B. Metzler. https://doi.org/10.1007/978-3-476-04967-4_1
Martinovic, D., Freiman, V., Lekule, C.S., & Yang, Y. (2019). The roles of digital literacy in social life of youth. In A. Ray (Ed.), Advanced methodologies and technologies in library science, information management, and scholarly inquiry (pp. 103-117). IGI Global. https://doi.org/10.4018/978-1-5225-7659-4.ch009
Mérida, J.A. (2019). Ciberfeminismo: Una perspectiva desde las aulas. Íber, 94, 51-56. http://bit.ly/2mLZESV
Mihailidis, P., Shrestova, S., & Fromm, M. (2021). The values of transformative media pedagogies. In P. Mihailidis, S. Shrestova, & M. Fromm (Eds.), Transformative media pedagogies. Routledge. https://doi.org/10.4324/9781003031246-2
Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the cultural politics of education, 37(2), 163-174. https://doi.org/10.1080/01596306.2014.942836
Panke, S., & Stephens, J. (2018). Beyond the echo chamber: Pedagogical tools for civic engage¬ment discourse and reflection. Educational Technology & Society, 21(1), 248-263. https://bit.ly/3vpDOoy
Peña, P., & Varon, J. (2019). Decolonising AI: A transfeminist approach to data and social justice. In A. Finlay (Ed.), Global Information Society Watch 2019: Artificial intelligence: Human rights, social justice and development. Association for Progressive Communications (APC). https://bit.ly/3oFDWfU
Perera, S. (2022). White paper on feminist internet research. Association for Progressive Communications. https://bit.ly/3MGFWyH
Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance. Computers & Education, 126, 23-36. https://doi.org/10.1016/j.compedu.2018.06.030
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, 28(63), 9-19. https://doi.org/10.3916/C63-2020-01
Pötzsch, H. (2019). Critical digital literacy: Technology in education beyond issues of user competence and labour-market qualifications. TripleC, 17(2), 221-240. https://doi.org/10.31269/triplec.v17i2.1093
Ragnedda, M. (2016). The third digital divide: A webberian approach to digital inequalities. Routledge. https://doi.org/10.4324/9781315606002
Richardson, J.W., Martin, F., & Sauers, N. (2021). Systematic review of 15 years of research on digital citizenship: 2004–2019. Learning, Media and Technology, 46(4), 498-514. https://doi.org/10.1080/17439884.2021.1941098
Sánchez-Duarte, J.M., & Fernández-Romero, D. (2017). Subactivismo feminista y repertorios de acción colectiva digitales: Prácticas ciberfeministas en Twitter. Profesional de la Información, 26(5), 894-902. https://doi.org/10.3145/epi.2017.sep.11
Valtonen, T., Tedre, M., Mäkitalo, K., & Vartianen, H. (2019). Media literacy education in the age of machine learning. Journal of Media Literacy Education, 11(2), 20-36. https://doi.org/10.23860/JMLE-2019-11-2-2
Van-Deursen, A.J.A.M., & Helsper, E.J. (2015). The third-level digital divide: Who benefits most from being online? In L. Robinson, S.R. Cotten, J. Schulz, T.M. Hale, & A. Williams (Eds.), Communication and information technologies annual: Vol. 10. (pp. 29-52). Emerald Group Publishing Limited. https://doi.org/10.1108/S2050-206020150000010002
Van-Deursen, A.J.A.M., Helsper, E.J., & Eynon, R. (2014). Measuring digital skills. From digital skills to tangible outcomes project report. The London School of Economics and Political Science, University of Twente & Oxford Internet Institute University of Oxford. https://bit.ly/3NxnKYi
Van-Deursen, A.J.A.M., Helsper, E.J., & Eynon, R. (2016). Development and validation of the Internet Skills Scale (ISS). Information, Communication & Society, 19(6), 804-823. https://doi.org/10.1080/1369118X.2015.1078834
Van-Deursen, A.J.A.M., Van-der-Zeeuw, A., De-Boer, P., Jansen, G.P., & Van-Rompay, T (2021). Development and validation of the Internet of Things SkillsScale (IoTSS). Information, Communication & Society. https://doi.org/10.1080/1369118X.2021.1900320
Van-Dijck, J. (2014). Datafication, dataism and dataveillance: Big Data between scientific paradigm and ideology. Surveillance & Society, 12(2), 197-208. https://doi.org/10.24908/ss.v12i2.4776
Van-Leent, L., & Mills, K. (2017). A queer critical media literacies framework in a digital age. Journal of Adolescent & Adult Literacy, 61(4), 401-411. https://doi.org/10.1002/jaal.711
Vod?, A.I., Cautisanu, C., Gr?dinaru, C., T?n?sescu, C., & de Moraes, G.H.S.M. (2022). Exploring Digital Literacy Skills in Social Sciences and Humanities Students. Sustainability, 14(5), 2483. https://doi.org/10.3390/su14052483
Wajcman, J. (2004). Technofeminism. Polity Press. https://bit.ly/38Hhdvy
Wajcman, J. (2010). Feminist theories of technology. Cambridge Journal of Economics, 34(1), 143-152. https://doi.org/10.1093/cje/ben057
Weston, T.J., Dubow, W.M., & Kaminsky, A. (2019). Predicting women's persistence in computer science-and technology-related majors from high school to college. ACM Transactions on Computing Education (TOCE), 20(1), 1-16. https://doi.org/10.1145/3343195
Yue, A., Nekmat, E., & Beta, A.R. (2019). Digital literacy through digital citizenship: Online civic participation and public opinion evaluation of youth minorities in Southeast Asia. Media and Communication, 7(2), 100-114. https://doi.org/10.17645/mac.v7i2.1899