Comparing children’s and teens’ news engagement practices and affective news experiences-Reference-Cited by-同舟云学术

Comparing children’s and teens’ news engagement practices and affective news experiences

Published:2022-03-29 Issue: Volume: Page:1-16
ISSN:1367-6261
Container-title:Journal of Youth Studies
language:en
Short-container-title:Journal of Youth Studies

Author:

Notley Tanya¹,Zhong Hua Flora¹,Dezuanni Michael²,Gilbert Sarah³

Affiliation:

1. Institute for Culture and Society, Western Sydney University, Sydney, Australia

2. Digital Media Research Centre, Queensland University of Technology, Brisbane, Australia

3. Department of Communication, University of Technology Sydney, Sydney, Australia

Funder

Museum of Australian Democracy

Google Australia

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,General Social Sciences,Sociology and Political Science

Link

https://www.tandfonline.com/doi/pdf/10.1080/13676261.2022.2053667

Reference38 articles.

1. ACMA. 2020. Mobile Phone Use Among Australian Children Continues to Grow. Australian Communications and Media Authority (ACMA). https://www.acma.gov.au/articles/2020-12/mobile-phone-use-among-australian-children-continues-grow.

2. Social Media and Fake News in the 2016 Election

3. “News comes across when I’m in a moment of leisure”: Understanding the practices of incidental news consumption on social media

4. Does Internet Use Affect Engagement? A Meta-Analysis of Research

5. Social media use and participation: a meta-analysis of current research

Cited by 3 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Playful Citizens: How Children Develop and Integrate News-Related Practices in Their Daily Lives;Journalism Studies;2024-09-12

2. Fake news on social media: Understanding teens’ (Dis)engagement with news;Media, Culture & Society;2023-09-21

3. “Because I have my phone with me all the time”: The role of device access in developing Singapore adolescents’ critical news literacy;Journal of Adolescent & Adult Literacy;2023-03