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dc.contributor.authorCastellví Mata, Jordi (1)
dc.contributor.authorTosar Bacarizo, Breogán
dc.contributor.authorSantisteban Fernández, Antoni
dc.date2021
dc.date.accessioned2022-04-25T12:00:46Z
dc.date.available2022-04-25T12:00:46Z
dc.identifier.issn2013-6196
dc.identifier.urihttps://reunir.unir.net/handle/123456789/12923
dc.description.abstractCritical citizenship education must consider the global and digital context in which we live. Digital media and global processes have a decisive influence on people’s daily lives. However, digital literacy programs rarely go beyond teaching technological skills. Similarly, critical thinking approaches to education focus on developing cognitive skills, omitting the weight of values and emotions in decision making. This research analyses Spanish secondary school students’ narratives and reflections about two publications on Twitter that present biased information to encourage undemocratic attitudes. The results show that most students are far from being critical of the information they read on the internet, and they easily fall into the trap of defending undemocratic discourses.es_ES
dc.language.isoenges_ES
dc.publisherUniversitat Autonoma de Barcelonaes_ES
dc.relation.ispartofseries;vol. 14, nº 2
dc.relation.urihttps://www.ijimai.org/es_ES
dc.rightsopenAccesses_ES
dc.subjectcritical digital literacyes_ES
dc.subjectcritical thinkinges_ES
dc.subjectdemocratic valueses_ES
dc.subjectundemocratic discourseses_ES
dc.subjectScopuses_ES
dc.titleYoung people confronting the challenge of reading and interpreting a digital worldes_ES
dc.typearticlees_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.9781/ijimai.2021.02.014


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