Volume index - Journal index - Article index - Map ---- Back
YouTube, media and information literacy, information literacy, information seeking, social media, adult education
Abidin, C. (2018). Internet celebrity: Understanding fame online. Emerald Publishing. https://doi.org/10.1108/9781787560765
Alexa (Ed.) (2022). Top sites in Australia. https://bit.ly/3pCxyJT
Asselin, M., Dobson, T., Meyers, E.M., Teixiera, C., & Ham, L. (2011). Learning from YouTube: An analysis of information literacy in user discourse. In Proceedings of the 2011 iConference (pp. 640-642). Association for Computing Machinery. https://doi.org/10.1145/1940761.1940851
Barry, D.S., Marzouk, F., Chulak?Oglu, K., Bennett, D., Tierney, P., & O'Keeffe, G. W. (2016). Anatomy education for the YouTube generation. Anatomical Sciences Education, 9(1), 90-96. https://doi.org/10.1002/ase.1550
Bembenutty, H. (2011). Introduction: Self-Regulation of Learning in Postsecondary Education. New Directions for Teaching and Learning, 2011(126), 3-9. https://doi.org/10.1002/tl.439
Bhatia, A. (2018). Interdiscursive performance in digital professions: The case of YouTube tutorials. Journal of Pragmatics, 124,106-120. https://doi.org/10.1016/j.pragma.2017.11.001
Bishop, S. (2018). Anxiety, panic and self-optimization: Inequalities and the Youtube algorithm. Convergence, 24(1), 69-84. https://doi.org/10.1177/1354856517736978
Brewer, P.R., & Ley, B.L. (2013). Whose science do you believe? Explaining trust in sources of scientific information about the environment. Science Communication, 35(1), 115-137. https://doi.org/10.1177/1075547012441691
Bruns, A. (2019). Are filter bubbles real? Digital Futures Series. Polity Press. https://bit.ly/3o9wqgB
Buckingham, D. (2013). Media education: Literacy, learning and contemporary culture. Polity.
Buckingham, D. (2019). The media education manifesto. Polity.
Buckingham, D., & Sefton-Green, J. (1994). Cultural studies goes to school: Reading and teaching popular media. Taylor and Francis. https://doi.org/10.2307/358336
Burgess, J., & Green, J. (2018). YouTube: Online video and participatory culture. John Wiley & Sons. https://bit.ly/3o8XM6B
Bürkner, P. (2017). brms: An R Package for Bayesian Multilevel Models Using Stan. Journal of Statistical Software, 80(1), 1-28. https://doi.org/10.18637/jss.v080.i01
Crawford, K., & Gillespie T. (2016). What is a flag for? Social media reporting tools and the vocabulary of complaint. New Media & Society, 18(3), 410-428. https://doi.org/10.1177/1461444814543163
Cunningham, S., & Craig, D. (2017). Being ‘really real’ on YouTube: Authenticity, community and brand culture in social media entertainment. Media International Australia, 164(1), 71-81. https://doi.org/10.1177/1329878X17709098
Cunningham, S., Dezuanni, M., Goldsmith, B., Burns, M., Miles, P., Henkel, C., Ryan, M., & Murphy, K. (2016). Screen content in Australian education: Digital promise and pitfalls. https://bit.ly/42LOPyL
Dezuanni, M. (2020). Peer pedagogies on digital platforms: Learning with Minecraft Let’s Play videos. The MIT Press. https://doi.org/10.7551/mitpress/11916.001.0001
Dezuanni, M. (2021). Micro?Celebrity Communities, and media education: Understanding fan practices on YouTube and Wattpad. In Frau?Meigs, D. et al., (Eds.) The Handbook of media education research (pp. 19-32). John Wiley & Sons. https://doi.org/10.1002/9781119166900.ch1
Dolcemascolo, A. (2016). El universo youtube(r): Sobre conocimientos, flujos deatención y representaciones. Revista Redes, 2(42), 41-73. https://bit.ly/41EzOhi
European Union (Ed.) (2021). Shaping Europe’s digital future: Media literacy. https://bit.ly/3VYE4Xx
Fisher, R.J. (1993). Social desirability bias and the validity of indirect questioning. Journal of Consumer Research, 20(2), 303-315. https://doi.org/10.1086/209351
Gagliardone, I., Gal, D., Alves, T., & Martinez, G. (2015). Countering online hate speech. UNESCO Publishing. https://bit.ly/2HXSnpO
García-Ruiz, R., Ramírez-García, A., & Rodríguez-Rosell, M. (2014). Media literacy education for a new prosumer citizenship. [Educación en alfabetización mediática para una nueva ciudadanía prosumidora]. Comunicar, 43, 15-23. https://doi.org/10.3916/C43-2014-01
Green, J. (2019, January 9). Introduction to crash course navigating digital information #1 [Video]. https://bit.ly/3BkwCws
Halpern, D., Valenzuela, S., Katz, J., & Miranda, J.P. (2019). From belief in conspiracy theories to trust in others: Which factors influence exposure, believing and sharing fake news. In G. Meiselwitz (Ed.) Social computing and social media. Design, human behavior and analytics. Springer. https://doi.org/10.1007/978-3-030-21902-4_16
Hargittai, E., Fullerton, L., Menchen-Trevino, E., & Yates-Thomas, K. (2010). Trust online: Young adults’ evaluation of web content. International Journal of Communication, 4, 468-494.
Hurcombe, E. (2022). Social news: How born-digital outlets transformed journalism. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-91712-8
Kammerer, Y., & Gerjets, P. (2012). How search engine users evaluate and select web search results: the impact of the search engine interface on credibility assessments. In D. Lewandowski (Ed.), Web search engine research (pp. 251-279). https://doi.org/10.1108/S1876-0562(2012)002012a012
Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211-221. https://doi.org/10.1177/0163443710393382
Lange, P.G. (2016). Kids on YouTube: Technical identities and digital literacies. Routledge. https://doi.org/10.4324/9781315425733
Lange, P.G. (2019). Informal learning on YouTube. The international encyclopedia of media literacy, 1-11. https://doi.org/10.1002/9781118978238.ieml0090
Lankshear, C., & Knobel, M. (2011). The new literacies: Everyday practices and social learning. Open University Press.
Lozano-Blasco, R., Mira-Aladrén, M., & Gil-Lamata, M. (2023). Social media influence on young people and children: Analysis on Instagram, Twitter and YouTube. [Redes sociales y su influencia en los jóvenes y niños: Análisis en Instagram, Twitter y YouTube]. Comunicar, 74, 125-137. https://doi.org/10.3916/C74-2023-10
Marchionini, G. (1997). Information seeking in electronic environments. Cambridge University Press. https://doi.org/10.1017/CBO9780511626388
Medietilsynet (2019). Kritisk medieforståelse i den norske befolkningen: En undersøkelse fra Medietilsynet. [Alfabetización mediática crítica en la población noruega: Una encuesta de la Autoridad Noruega de Medios de Comunicación]. Medietilsynet. https://bit.ly/3NZCnaB
Merchant, G. (2009). Literacy in virtual worlds. Journal of Research in Reading, 32(1), 38-56. https://doi.org/10.1111/j.1467-9817.2008.01380.x
Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018). Social media as a complementary learning tool for teaching and learning: The case of youtube. The International Journal of Management Education, 16(1), 37-42. https://doi.org/10.1016/j.ijme.2017.12.001
Mohan, N. (2021). Perspective: Tackling misinformation on YouTube. YouTube Official Blog. https://bit.ly/3Mipib6
Newman, M. (2015). Image and identity: Media literacy for young adult Instagram users. Visual Inquiry, 4(3), 221-227. https://doi.org/10.1386/vi.4.3.221_1
Nichols, T.P., & LeBlanc, R.J. (2020). Beyond apps: Digital literacies in a platform society. The Reading Teacher, 74(1), 103-109. https://doi.org/10.1002/trtr.1926
Noble, S.U. (2018). Algorithms of oppression. New York University Press. https://doi.org/10.2307/j.ctt1pwt9w5
Notley, T., Chambers, S., Park, S., & Dezuanni, M. (2021). Adult media literacy in Australia: Attitudes, experiences and needs. Western Sydney University. https://bit.ly/3Mn2iI5
O'Neil, C. (2016). Weapons of math destruction: How big data increases inequality and threatens democracy. Broadway Books. https://bit.ly/3M4vRfS
Orhan, A. (2023). Fake news detection on social media: the predictive role of university students’ critical thinking dispositions and new media literacy. Smart Learning Environments, 10, 29. https://doi.org/10.1186/s40561-023-00248-8
Pan, B., Hembrooke, H., Joachims, T., Lorigo, L., Gay, G., & Granka, L. (2007). In Google we trust: Users’ decisions on rank, position, and relevance. Journal of Computer-Mediated Communication, 12(3), 801-823. https://doi.org/10.1111/j.1083-6101.2007.00351.x
Parker, P.D., Bodkin-Andrews, G., Marsh, H.W., Jerrim, J., & Schoon, I. (2015). Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry. Journal of Sociology, 51(4), 1085-1102. https://doi.org/10.1177/144078331349894
Pires, F., Masanet, M.J., Tomasena, J.M., & Scolari, C.A. (2022). Learning with YouTube: Beyond formal and informal through new actors, strategies and affordances. Convergence, 28(3), 838-853. https://doi.org/10.1177/13548565211020545
Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media literacy education for all ages. Journal of Media Literacy Education, 11(2), 1-19. https://doi.org/10.23860/JMLE-2019-11-2-1
Samy-Tayie, S., Tejedor, S., & Pulido, C. (2023). News literacy and online news between Egyptian and Spanish youth: Fake news, hate speech and trust in the media. [Alfabetización periodística entre jóvenes egipcios y españoles: Noticias falsas, discurso de odio y confianza en medios]. Comunicar, 74, 73-87. https://doi.org/10.3916/C74-2023-06
Sefton-Green, J., & Erstad, O. (2016). Researching “learning lives” – a new agenda for learning, media and technology. Learning, Media and Technology, 42(2), 246-250. https://doi.org/10.1080/17439884.2016.1170034
Simsek, E., & Simsek, A. (2013). New Literacies for Digital Citizenship. Contemporary Educational Technology, 4(2), 126-137. https://doi.org/10.30935/cedtech/6097
Striphas, T. (2015). Algorithmic Culture. European Journal of Cultural Studies, 18(4-5), 395-412. https://doi.org/10.1177/1367549415577392
Sundin, O., Haider, J., Andersson, C., Carlsson, H., & Kjellberg, S. (2017). The search-ification of everyday life and the mundane-ification of search. Journal of Documentation, 73(2), 224-243.
Szmuda, T., Syed, M.T., Singh, A., Ali, S., Özdemir, C., & S?oniewski, P. (2020). YouTube as a source of patient information for coronavirus disease (Covid?19): a content?quality and audience engagement analysis. Reviews in Medical Virology, 30(5), e2132. https://doi.org/10.1002/rmv.2132
Thomson, T. J. (2019). To see and be seen: The environments, interactions and identities behind news images. Rowman and Littlefield. https://bit.ly/3Wa4oye
Tran, D. (2017, May 4). List of top 50 websites visited by Australians shows they want 'shorter, not longer' content. Australian Broadcasting Corporation News. https://ab.co/42BhGX2
UNESCO (Ed.) (2023). About Media and Information Literacy. https://bit.ly/42NCpX1
Valverde-Berrocoso, J., González-Fernández, A., & Acevedo-Borrega, J. (2022). Disinformation and multiliteracy: A systematic review of the literature. [Desinformación y multialfabetización: Una revisión sistemática de la literatura]. Comunicar, 70, 97-110. https://doi.org/10.3916/C70-2022-08
Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146-1151. https://doi.org/10.1126/science.aap9559
Vygotsky, L.S. (1987). Thinking and speech. In R.W. Rieber, & A.S. Carton (Eds.), The collected works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39-285). Plenum. https://bit.ly/3MeDKiW
Wardle, C., & Derakshan, H. (2017). Information disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe. https://bit.ly/3VWNmDs
Witek, D., & Grettano, T. (2012). Information literacy on Facebook: An analysis. Reference Services Review, 40(2), 242-257. https://doi.org/10.1108/00907321211228309