<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000100010</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i1p10-27</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LOS RELATOS DIGITALES PERSONALES Y LAS REDES SOCIALES EN ADOLESCENTES]]></article-title>
<article-title xml:lang="en"><![CDATA[PERSONAL DIGITAL STORYTELLING AND SOCIAL NETWORKS IN TEENAGERS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRÍGUEZ ILLERA]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTÍNEZ OLMO]]></surname>
<given-names><![CDATA[Francesc]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GALVÁN]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de Barcelona Departamento de Teoría e Historia de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Barcelona Departamento de Métodos de Investigación y Diagnóstico en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de Barcelona Departamento de Teoría e Historia de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>10</fpage>
<lpage>27</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se propone repensar los relatos digitales personales (RDP) con las nuevas formas de comunicación basadas en los contenidos que aparecen en las redes sociales, así como el valor central de la imagen en todos ellos. En primer lugar, se ha intentado mapear las principales funciones de los RDP en el Plan Curricular español de la Educación Secundaria, de 11 a 16 años, y algunas de las competencias asociadas. En segundo lugar, se ha construido una encuesta sobre las formas de publicación en esas mismas redes. Los resultados son analizados, obteniéndose algunas diferencias por edad, país y sexo, si bien con grandes dosis de similitud. Finalmente, se propone algunas sugerencias didácticas sobre cómo incorporar los resultados de la encuesta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to rethink the personal digital storytelling (DST) with the new forms of communication based on the content that appear on social networks, as well the central value of the image in all of them. First, an attempt has been made to map the main functions of the DST in the Spanish curricular plan of Secondary education, from 11 to 16 years, and some of the associated competencies. Secondly, a survey has been built on the forms of publication in these same networks. The results are analyzed, obtaining some differences by age, country and sex, although with large doses of similarity. Finally, we propose some didactic suggestions on how to incorporate the results of the survey.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Relatos digitales]]></kwd>
<kwd lng="es"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Integración curricular]]></kwd>
<kwd lng="es"><![CDATA[Redes sociales]]></kwd>
<kwd lng="es"><![CDATA[Aadolescencia.]]></kwd>
<kwd lng="en"><![CDATA[Digital storytelling]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Curricular adaptation]]></kwd>
<kwd lng="en"><![CDATA[Social networks]]></kwd>
<kwd lng="en"><![CDATA[Adolescence.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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