<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412021000100020</article-id>
<article-id pub-id-type="doi">10.24320/redie.2021.23.e20.3565</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Microblogging en escenarios curriculares universitarios: el uso de Twitter más allá del encargo docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Microblogging in Educational Settings in College: Use of Twitter Beyond Teacher Assignments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tejedor]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coromina]]></surname>
<given-names><![CDATA[Óscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pla-Campas]]></surname>
<given-names><![CDATA[Gil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Malmö  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Sweden</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Central de Cataluña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412021000100020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412021000100020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412021000100020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El impacto de Twitter se percibe de forma contundente en diferentes ámbitos del desempeño profesional y cotidiano. Combinando métodos cuantitativos y cualitativos se analiza cómo los jóvenes universitarios crean contenidos en Twitter desde el entorno académico, y cómo perciben esta actividad. Para ello se conformó una muestra intencional de tres grupos de estudiantes, se recolectó una muestra de 10 291 tuits publicados y se desarrolló un grupo focal por cada grupo universitario. Entre otros aspectos, el trabajo evidencia que los estudiantes priorizan las exigencias y directrices académicas y señalan que la utilización que hacen de la plataforma varía en función de si se trata, o no, de un encargo académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The impact of Twitter can be strongly felt across a number of areas of professional and day-to-day life. By combining quantitative and qualitative methods, this article analyzes how young college students create content on Twitter in an academic setting, and how they perceive this content creation. To this end, a purposive sample of three groups of students was formed, a sample of 10,291 published tweets was collected, and a focus group was set up for each group of students. Among other findings, this study shows that students prioritize academic instructions and requirements and report that the way they use the platform depends on whether it is for an academic assignment or not.]]></p></abstract>
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<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[competencia mediática]]></kwd>
<kwd lng="es"><![CDATA[redes sociales]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[media literacy]]></kwd>
<kwd lng="en"><![CDATA[social media]]></kwd>
</kwd-group>
</article-meta>
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