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Aberton, H. (2012) Material enactments of identities and learning in everyday community practices: implications for pedagogy. Pedagogy Cult. Soc., 20, 113-136. https://doi.org/10.1080/14681366.2012.649418.
Barron, B. (2004) Learning Ecologies for Technological Fluency: Gender and Experience Differences. J. Educ. Comput. Res., 31, 1-36. https://doi.org/10.2190/1N20-VV12-4RB5-33VA.
Beneito-Montagut, R. (2011) Ethnography goes online: towards a user-centred methodology to research interpersonal communication on the internet. Qual. Res., 11, 716-735.
Beneito-Montagut, R.; Begueria, A. y Cassián, N. (2017) Doing digital team ethnography: being there together and digital social data. Qual. Res., 17, 664-682.
Boulton-Lewis, G. M. (2010) Education and learning for the elderly: Why, how, what. Educ. Gerontol., 36, 213-228.
Diduca, D.; Partridge, C. y Heres, J. (2007) ict use and the elderly - cohort, lifestage or just irrelevant? En Information and Communications Technologies in Society: E-Living in a Digital Europe (p. 88).
Erickson, F. (1985) Qualitative Methods in Research on Teaching. Occasional Paper n.º 81.
Fenwick, T. y Landri, P. (2012) Materialities, textures and pedagogies: socio-material assemblages in education. Pedagogy Cult. Soc., 20, 1-7.
Fernández-Ardèvol, M. y Prieto, L. a. (2012) Mobile telephony and older people: Exploring use and rejection. Interact. Stud. Commun. Cult., 3, 9-24.
Goffman, E. (2006) Stigma: Notes on the management of spoiled identity. Simon and Schuster.
Hughes, J.; Jewson, N. y Unwin, L. (2013) Communities of Practice: Critical Perspectives. Routledge.
Jaeger, P. T. y Xie, B. (2009) Developing online community accessibility guidelines for persons with disabilities and older adults. J. Disabil. Policy Stud., 20, 55-63.
Lave, J. y Wenger, E. (2002) Legitimate peripheral participation in communities of practice. Support. Lifelong Learn., 1, 111-126.
Lave, J. y Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge University Press.
Leist, A. K. (2013) Social media use of older adults: a mini-review. Gerontology, 59, 378-384.
Madden, M. (2010) Older adults and social media.
Mathisen, A. y Nerland, M. (2012) The pedagogy of complex work support systems: infrastructuring practices and the production of critical awareness in risk auditing. Pedagogy Cult. Soc., 20, 71-91. https://doi.org/10.1080/14681366.2012.649416.
Miles, M. B. y Huberman, A. M. (1994) Qualitative data analysis: An expanded sourcebook. sage.
Policies for Ageing Well with ict [www Document], n.d. Digit. Single Mark. url https://ec.europa.eu/digital-single-market/en/policies/ageing-well-ict (accessed 12.10.17).
Segal, L. (2008) After Judith Butler: identities, who needs them? Subjectivity, 25, 381-394.
Selwyn, N. (2004) The information aged: A qualitative study of older adults’ use of information and communications technology. J. Aging Stud., 18, 369-384. https://doi.org/10.1016/j.jaging.2004.06.008.
Selwyn, N.; Gorard, S.; Furlong, J. y Madden, L. (2003) Older adults’ use of information and communications technology in everyday life. Ageing Amp Soc., 23, 561-582. https://doi.org/10.1017/S0144686X03001302.
Sørensen, E. (2009) The materiality of learning: Technology and knowledge in educational practice. Cambridge University Press.
Timmers, P. (2008) eu e‐inclusion policy in context. info 10, 12-19. https://doi.org/10.1108/14636690810904670.
Tsai, H. S.; Shillair, R.; Cotten, S. R.; Winstead, V. y Yost, E. (2015) Getting grandma online: are tablets the answer for increasing digital inclusion for older adults in the us? Educ. Gerontol., 41, 695-709.
Wenger, E. (1998a) Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (1998b) Communities of practice: Learning as a social system. Syst. Think., 9, 2-3.
Wetherell, M. (2012) Affect and emotion: A new social science understanding. Sage Publications.
Barron, B. (2004) Learning Ecologies for Technological Fluency: Gender and Experience Differences. J. Educ. Comput. Res., 31, 1-36. https://doi.org/10.2190/1N20-VV12-4RB5-33VA.
Beneito-Montagut, R. (2011) Ethnography goes online: towards a user-centred methodology to research interpersonal communication on the internet. Qual. Res., 11, 716-735.
Beneito-Montagut, R.; Begueria, A. y Cassián, N. (2017) Doing digital team ethnography: being there together and digital social data. Qual. Res., 17, 664-682.
Boulton-Lewis, G. M. (2010) Education and learning for the elderly: Why, how, what. Educ. Gerontol., 36, 213-228.
Diduca, D.; Partridge, C. y Heres, J. (2007) ict use and the elderly - cohort, lifestage or just irrelevant? En Information and Communications Technologies in Society: E-Living in a Digital Europe (p. 88).
Erickson, F. (1985) Qualitative Methods in Research on Teaching. Occasional Paper n.º 81.
Fenwick, T. y Landri, P. (2012) Materialities, textures and pedagogies: socio-material assemblages in education. Pedagogy Cult. Soc., 20, 1-7.
Fernández-Ardèvol, M. y Prieto, L. a. (2012) Mobile telephony and older people: Exploring use and rejection. Interact. Stud. Commun. Cult., 3, 9-24.
Goffman, E. (2006) Stigma: Notes on the management of spoiled identity. Simon and Schuster.
Hughes, J.; Jewson, N. y Unwin, L. (2013) Communities of Practice: Critical Perspectives. Routledge.
Jaeger, P. T. y Xie, B. (2009) Developing online community accessibility guidelines for persons with disabilities and older adults. J. Disabil. Policy Stud., 20, 55-63.
Lave, J. y Wenger, E. (2002) Legitimate peripheral participation in communities of practice. Support. Lifelong Learn., 1, 111-126.
Lave, J. y Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge University Press.
Leist, A. K. (2013) Social media use of older adults: a mini-review. Gerontology, 59, 378-384.
Madden, M. (2010) Older adults and social media.
Mathisen, A. y Nerland, M. (2012) The pedagogy of complex work support systems: infrastructuring practices and the production of critical awareness in risk auditing. Pedagogy Cult. Soc., 20, 71-91. https://doi.org/10.1080/14681366.2012.649416.
Miles, M. B. y Huberman, A. M. (1994) Qualitative data analysis: An expanded sourcebook. sage.
Policies for Ageing Well with ict [www Document], n.d. Digit. Single Mark. url https://ec.europa.eu/digital-single-market/en/policies/ageing-well-ict (accessed 12.10.17).
Segal, L. (2008) After Judith Butler: identities, who needs them? Subjectivity, 25, 381-394.
Selwyn, N. (2004) The information aged: A qualitative study of older adults’ use of information and communications technology. J. Aging Stud., 18, 369-384. https://doi.org/10.1016/j.jaging.2004.06.008.
Selwyn, N.; Gorard, S.; Furlong, J. y Madden, L. (2003) Older adults’ use of information and communications technology in everyday life. Ageing Amp Soc., 23, 561-582. https://doi.org/10.1017/S0144686X03001302.
Sørensen, E. (2009) The materiality of learning: Technology and knowledge in educational practice. Cambridge University Press.
Timmers, P. (2008) eu e‐inclusion policy in context. info 10, 12-19. https://doi.org/10.1108/14636690810904670.
Tsai, H. S.; Shillair, R.; Cotten, S. R.; Winstead, V. y Yost, E. (2015) Getting grandma online: are tablets the answer for increasing digital inclusion for older adults in the us? Educ. Gerontol., 41, 695-709.
Wenger, E. (1998a) Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (1998b) Communities of practice: Learning as a social system. Syst. Think., 9, 2-3.
Wetherell, M. (2012) Affect and emotion: A new social science understanding. Sage Publications.
Índice. (2019). Siglo Cero, 50(3), 3-4. https://doi.org/10.14201/21371
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