References
- Anixiadis, F., Wertheim, E. H., Rodgers, R., & Caruana, B. (2019). Effects of thin-ideal Instagram images: The roles of appearance comparisons, internalization of the thin ideal and critical media processing. Body Image, 31, 181–190. https://doi.org/https://doi.org/10.1016/j.bodyim.2019.10.005
- Archer-Kuhn, B. (2020). Putting social justice in social work education with inquiry-based learning. Journal of Teaching in Social Work, 40(5), 431–448. https://doi.org/https://doi.org/10.1080/08841233.2020.1821864
- Avila, J., & Pandya, J. (2013). Traveling, textual authority, and transformation: An introduction to critical digital literacies. In J. Avila & J. Pandya (Eds.), Critical digital literacies as social praxis: Intersections and challenges (pp. 1–14). Peter Lang.
- Bacev-Giles, C., & Haji, R. (2017). Online first impressions: Person perception in social media profiles. Computers in Human Behavior, 75, 50–57. https://doi.org/https://doi.org/10.1016/j.chb.2017.04.056
- Badger, D., & Bejjani, N. (2022, March 18). School survey: 47% of students follow Russia’s invasion on Ukraine through social media, Harbinger Magazine. https://harbingersmagazine.com/articles/school-survey-47-of-students-follow-russias-invasion-on-ukraine-through-social-media-by-daria-badger-noor-bejjani/
- Bevan, J. L., Pfyl, J., & Barclay, B. (2012). Negative emotional and cognitive responses to being unfriended on Facebook: An exploratory study. Computers in Human Behavior, 28(4), 1458–1464. https://doi.org/https://doi.org/10.1016/j.chb.2012.03.008
- boyd, d. (2011). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi (Ed.), A networked self: Identity, community and culture (pp. 39–58). Routledge.
- Brainard, L. A. (2009). Cyber-communities. In H. K. Anheier & S. Toepler (Eds.), International encyclopedia of civil society (pp. 587–600). Springer Science & Business Media.
- British Columbia Ministry of Education. (2008). Making space: Teaching for diversity and social justice throughout the K-12 curriculum. GT Publishing Services. Available at https://www.bced.gov.bc.ca/irp/pdfs/making_space/mkg_spc_intr.pdf
- Bucher, T. (2018). If ... then: Algorithmic power and politics. Oxford University Press.
- Bunker, C. J., & Varnum, M. E. W. (2021). How strong is the association between social media use and false consensus? Computers in Human Behavior, 125, 1–7. https://doi.org/https://doi.org/10.1016/j.chb.2021.106947
- Burns, T., & Gottschalk, F. (2020). Education in the digital age: Healthy and happy children. Educational research and innovation. OECD Publishing. https://doi.org/https://doi.org/10.1787/1209166a-en
- Büttner, C. M., & Rudert, S. C. (2022). Why didn’t you tag me?!: Social exclusion from Instagram posts hurts, especially those with a high need to belong. Computers in Human Behavior, 127, 1–16. https://doi.org/https://doi.org/10.1016/j.chb.2021.107062
- Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
- Castells, M. (2002). The Internet galaxy: Reflections on the internet, business, and society. Oxford University Press on Demand.
- Corbett, J., & Guilherme, M. (2021). Critical pedagogy and quality education (UNESCO SDG-4): the legacy of Paulo Freire for language and intercultural communication. Language and Intercultural Communication, 21(4), 447–454. https://doi.org/https://doi.org/10.1080/14708477.2021.1962900
- Costello, M., Restifo, S. J., & Hawdon, J. (2021). Viewing anti-immigrant hate online: An application of routine activity and social structure-social learning theory. Computers in Human Behavior, 124, https://doi.org/https://doi.org/10.1016/j.chb.2021.106927
- Daly, T., & Regan, C. (2018). #Beyondtheclick Exploring global digital citizenship – a Toolkit. 80:20 Educating and Acting for a Better World. https://toolkit.8020.ie/using-this-toolkit/
- Darvin, R. (2017). Language, ideology, and critical digital literacy. In S. Thorne & S. May (Eds.), Language, education and technology. Encyclopedia of language and education (3rd ed., pp. 17–30). Springer.
- Darvin, R. (2018). Social class, and the acquisition of unequal digital literacies. Language and Literacy, 20(3), 26–45. https://doi.org/https://doi.org/10.20360/langandlit29407
- Dervin, F. (2012). Cultural identity, representation and othering. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication, (1st ed., pp. 181–194). Routledge.
- El Shazly, R., & El Falaki, M. (2021). Homogenous or hegemonic? A cultural reading of the sports illustrated swimsuit issue burkini. Language and Intercultural Communication, 21(2), 190–206. https://doi.org/https://doi.org/10.1080/14708477.2021.1874005
- Epstein, D., Nisbet, E. C., & Gillespie, T. (2011). Who’s responsible for the digital divide? Public perceptions and policy implications. The Information Society, 27(2), 92–104. https://doi.org/https://doi.org/10.1080/01972243.2011.548695
- Eynon, R. (2020). The myth of the digital native: Why it persists and the harm it inflicts. In T. Burns & F. Gottschalk (Eds.), Education in the digital age: Healthy and happy children (pp. 132–143). OECD. https://doi.org/https://doi.org/10.1787/2dac420b-en
- Ferreira, J. J., Fernandes, C. I., Rammal, H. G., & Veiga, P. M. (2021). Wearable technology and consumer interaction: A systematic review and research agenda. Computers in Human Behavior, 118, 1–10. https://doi.org/https://doi.org/10.1016/j.chb.2021.106710
- Garrett, R. K. (2009). Echo chambers online? Politically motivated selective exposure among internet users. Journal of Computer Mediated Communication, 14(2), 265–285. https://doi.org/https://doi.org/10.1111/j.1083-6101.2009.01440.x
- Guilherme, M. (2012). Critical language and intercultural communication pedagogy. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (1st ed., pp. 357–371). Routledge.
- Guilherme, M. (2020). Intercultural responsibility: Transnational research and global critical citizenship. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (2nd ed., pp. 343–360). Routledge.
- Halberstam, J. (2017). Trigger happy: From content warning to censorship. Signs: Journal of Women in Culture and Society, 42(2), 535–542. https://doi.org/https://doi.org/10.1086/688189
- Hall, J. J. (2020). The word gay has been banned but people use it in the boys’ toilets whenever you go in: Spatialising children’s subjectivities in response to gender and sexualities education in English primary schools. Social & Cultural Geography, 21(2), 162–185. https://doi.org/https://doi.org/10.1080/14649365.2018.1474377
- Helsper, E., & Smirnova, S. (2019). Youth inequalities in digital interactions and well-being. In T. Burns & F. Gottschalk (Eds.), Educating 21st century children: Emotional well-being in the digital age (pp. 163–184). Educational Research and Innovation, OECD Publishing. https://doi.org/https://doi.org/10.1787/b7f33425-en
- Herman, W., & Pinard, M. (2015). Critically examining inquiry-based learning: John dewey in theory, history, and practice. In P. Blessinger & J. M. Carfora (Eds.), Inquiry-based learning for multidisciplinary programs: A conceptual and practical resource for educators (pp. 43–62). Emerald Group.
- Holliday, A. (2010). Intercultural communication & ideology. SAGE.
- Holliday, A. (2020). Culture, communication, context, and power. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (2nd ed., pp. 39–54). Routledge.
- Holtgraves, T. M., Ross, S. J., Weywadt, C. R., & Han, T. L. (2007). Perceiving artificial social agents. Computers in Human Behavior, 23(5), 2163–2174. https://doi.org/https://doi.org/10.1016/j.chb.2006.02.017
- Hu, X., Gong, Y., Lai, C., & Leung, F. K. S. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers & Education, 125, 1–13. https://doi.org/https://doi.org/10.1016/j.compedu.2018.05.021
- Hua, Z. (2019). Exploring intercultural communication. Language in action (2nd ed.) Routledge.
- Iivari, N. (2020). Empowering children to make and shape our digital futures – from adults creating technologies to children transforming cultures. International Journal of Information and Learning Technology, 37(5), 279–293. https://www.emerald.com/insight/2056-4880.htm. https://doi.org/https://doi.org/10.1108/IJILT-03-2020-0023
- Indaco, A., & Manovich, L. (2016). Urban social media inequality: Definition, measurements, and application. arXiv Preprint ArXiv, 1607, 01845. https://doi.org/https://doi.org/10.48550/arxiv.1607.01845
- Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. The MIT Press.
- Jones, R. H. (2021). The text is reading you: Teaching language in the age of the algorithm. Linguistics and Education, 62, 100750. https://doi.org/https://doi.org/10.1016/j.linged.2019.100750
- Karatzogianni, A. (2015). Firebrand waves of digital activism 1994-2014: The rise and spread of hacktivism and cyberconflict. Springer.
- Kaur, B. (2012). Equity and social justice in teaching and teacher education. Teaching and Teacher Education, 28(4), 485–492. https://doi.org/https://doi.org/10.1016/j.tate.2012.01.012
- Kelly, D. M., & Brooks, M. (2009). How young is too young? Exploring beginning teachers’ assumptions about young children and teaching for social justice. Equity & Excellence in Education, 42(2), 202–216. https://doi.org/https://doi.org/10.1080/10665680902739683
- Knight, J., Dooly, M., & Barber, E. (2020). Getting smart: Towards critical digital literacy pedagogies. Social Semiotics, https://doi.org/https://doi.org/10.1080/10350330.2020.1836815
- Kollias, V., Mamalougos, N., Vamvakoussi, X., Lakkala, M., & Vosniadou, S. (2005). Teachers’ attitudes to and beliefs about web-based collaborative learning environments in the context of an international implementation. Computers & Education, 45(3), 295–315. https://doi.org/https://doi.org/10.1016/j.compedu.2005.04.012
- Kramsch, C. (2009). Third culture and language education. In L. Wei & V. Cook (Eds.), Contemporary applied linguistics: Volume 1 Language Teaching and Learning (pp. 233–254). Continuum.
- Kramsch, C. (2016). The multiple faces of symbolic power. In H. Zhu & C. Kramsch Symbolic power and conversational inequality in intercultural communication. A special issue of Applied Linguistics Review, 7(4), https://doi.org/https://doi.org/10.1515/applirev-2016-0023
- Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design. Routledge.
- Ladegaard, H. J. (2017). The discourse of powerlessness and repression: Life stories of domestic migrant workers in Hong Kong. Routledge.
- Ladegaard, H. J., & Phipps, A. (2020). Introduction. Intercultural research and social activism. Language and Intercultural Communication, 20(2), 67–80. https://doi.org/https://doi.org/10.1080/14708477.2020.1729786
- Lazer, D. M. M., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., Metzger, M. J., Nyhan, B., Pennycook, G., Rothschild, D., Schudson, M., Sloman, S. A., Sunstein, C. R., Thorson, E. A., Watts, D. J., & Zittrain, J. L. (2018). The science of fake news. Science, 359(6380), 1094–1096. https://doi.org/https://doi.org/10.1126/science.aao2998
- Leander, K. M., & Burriss, S. K. (2020). Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology, 51(4), 1262–1276. https://doi.org/https://doi.org/10.1111/bjet.12924
- Luke, A., & Sefton-Green, J. (2017). In defense of critical media literacy and digital ethics. Sprogforum: Tidsskrift for Sprog- Og Kulturaedagogik, 65, 27–33. https://unipress.dk/media/15093/sprogforum_65-abstracts-_v03.pdf
- MacDonald, M. N. (2019). Editorial. Language & Intercultural Communication, 19(6), 445–450. https://doi.org/https://doi.org/10.1080/14708477.2019.1677292
- McKinley, J., Dunworth, K., Grimshaw, T., & Iwaniec, J. (2018). Developing intercultural competence in a ‘comfortable’ third space: Postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9–22. https://doi.org/https://doi.org/10.1080/14708477.2018.1545028
- Mindes, G. (2015). Preschool through grade 3: Pushing up the social studies from early childhood education to the world. Young Children, 70(3), 10–15. https://www.jstor.org/stable/ycyoungchildren.70.issue-3
- Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.
- Nadler, A., Crain, M., & Donovan, J. (2018). Weaponizing the digital influence machine: The political perils of online ad tech. Data & Society. https://datasociety.net/output/weaponizing-the-digital-influence-machine/
- Nakayama, T. (2020). Critical intercultural communication and the digital environment. In G. Rings & S. Rasinger (Eds.), The Cambridge handbook of intercultural communication (pp. 85–95). Cambridge University Press.
- Nakayama, T., & Halualani, R. (2010). The handbook of critical intercultural communication. Blackwell.
- Neubaum, G., Sobieraj, S., Raasch, J., & Riese, J. (2020). Digital destigmatization: How exposure to networking profiles can reduce social stereotypes. Computers in Human Behavior, 112, 1–14. https://doi.org/https://doi.org/10.1016/j.chb.2020.106461
- Nixon, D. (2009). Vanilla strategies: Compromise or collusion? In R. DePalma & E. Atkinson (Eds.), Interrogating heteronormativity in primary schools: The no outsiders project (pp. 51–66). Trentham Books.
- OECD. (2018). A brave new world: Technology and education, trends shaping education spotlights, No. 15. OECD. https://doi.org/https://doi.org/10.1787/9b181d3c-en.
- OECD. (2019). Pisa 2018 results (vol. 1). What students know and can do. OECD. https://doi.org/https://doi.org/10.1787/5f07c754-en
- OECD. (2020). Mapping approaches to data and data flows. Report for the G20 digital economy task force. Saudi Arabia. https://www.oecd.org/sti/mapping-approaches-to-data-and-data-flows.pdf
- OECD. (2021a). 21st-century readers: Developing literacy skills in a digital world. OECD. https://doi.org/https://doi.org/10.1787/a83d84cb-en
- OECD. (2021b). OECD digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. OECD. https://doi.org/https://doi.org/10.1787/589b283f-en
- OECD. (2021c). Strengthening resilience at learner level through empowered learners, adaptive pedagogies and sustained supports. OECD. https://doi.org/https://doi.org/10.1787/df5f4be8-en.
- Özkula, S. M. (2021). What is digital activism anyway? Social constructions of the ‘digital’ in contemporary activism. Journal of Digital Social Research, 3(3), 60–84. https://jdsr.se/ojs/index.php/jdsr/article/view/44/46. https://doi.org/https://doi.org/10.33621/jdsr.v3i3.44
- Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education, 37(2), 163–174. https://doi.org/https://doi.org/10.1080/01596306.2014.942836
- Pariser, E. (2011). The filter bubble: How the new personalized web is changing what we read and how we think. Penguin.
- Phipps, A., & Ladegaard, H. J. (2020). Epilogue. Notes towards a socially engaged LAIC. Language and Intercultural Communication, 20(2), 218–219. https://doi.org/https://doi.org/10.1080/14708477.2020.1722688
- Prensky, M. (2001). Digital natives, digital immigrants. Part 1. On the Horizon, 9(5), 1–6. https://doi.org/https://doi.org/10.1108/10748120110424816
- R’boul, H. (2021). North/South imbalances in intercultural communication education. Language and Intercultural Communication, 21(2), 144–157. https://doi.org/https://doi.org/10.1080/14708477.2020.1866593
- Ramsey, P. G. (2008). Children’s responses to differences. NHSA Dialog, 11(4), 225–237. https://doi.org/https://doi.org/10.1080/15240750802432607
- Said, E. (1978). Orientalism: Western conceptions of the Orient. Penguin.
- Schradie, J. (2019). The revolution that wasn’t. How digital activism favors conservatives. Harvard University Press.
- Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media & Society, 6(3), 341–362. https://doi.org/https://doi.org/10.1177/1461444804042519
- Shaull, R. (2005). Foreword. In Pedagogy of the oppressed by Paulo Freire. Continuum.
- Simon, S. (2009). “If you raised a boy in a pink room … ?” Thoughts on teaching geography and gender. Journal of Geography, 108(1), 14–20. https://doi.org/https://doi.org/10.1080/00221340902758443
- Sorrells, K. (2020). Social justice, diversity and intercultural-global citizenship education in the global context. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (2nd ed., pp. 376–394). Routledge.
- Southern Poverty Law Center (SPLC). (2017). The learning for justice digital literacy framework. https://www.learningforjustice.org/frameworks/digital-literacy
- Summerlee, A. J. S. (2018). Inquiry-based learning: A socially just approach to higher education. Journal of Human Behavior in the Social Environment, 28(4), 406–418. https://doi.org/https://doi.org/10.1080/10911359.2018.1438956
- Tagg, C., & Seargeant, P. (2019). (Online early view/2021). Context design and critical language/media awareness: Implications for a social digital literacies education. Linguistics and Education, 62, https://doi.org/https://doi.org/10.1016/j.linged.2019.100776
- Thorne, S. L. (2016). Cultures-of-use and morphologies of communicative action. Language Learning & Technology, 20(2), 185–191. https://www.lltjournal.org/item/10125-44473/
- Thorne, S. L., & Reinhardt, J. (2008). ‘Bridging activities,’ new media literacies, and advanced foreign language proficiency. Calico Journal, 25(3), 558–572. https://doi.org/https://doi.org/10.1558/cj.v25i3.558-572
- van Alstyne, M., & Brynjolfsson, E. (1996). Electronic communities: Global villages or cyberbalkanization? (Best Theme Paper). ICIS 1996 Proceedings. 5. https://aisel.aisnet.org/icis1996/5
- Walsh, C. (2018). Decoloniality in/as praxis. In W. D. Mignolo & C. Walsh (Eds.), On decoloniality: Concepts, analytics, praxis (pp. 13–98). Duke University Press.
- Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. https://doi.org/https://doi.org/10.3102/0091732X09349791