<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682018000100067</article-id>
<article-id pub-id-type="doi">10.22235/pe.v11i1.1554</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Young people and virtual communities.]]></article-title>
<article-title xml:lang="es"><![CDATA[Los jóvenes y las comunidades virtuales.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera-Vargas]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miño-Puigcercós]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>67</fpage>
<lpage>82</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682018000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682018000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682018000100067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper is based on a research project developed in Spain, where we explored how and what young people learn in virtual communities. Although the term virtual community has been broadly used to approach online social interactions, it has generated several academic debates. Nevertheless, it is a useful term to define a social network made up mostly of young people who share an interest and choose to interact online with others to discuss, exchange, show their creations to the world, and promote certain values. As researchers on Sociology and Education, we find this phenomenon especially intriguing. We wonder why young people engage in virtual communities, why they should spend so much time interacting with others online and what benefits they consider they have. Our hypothesis is that it has to do with a shared sense of belonging to a community and the possibilities young people find to create opportunities to learn with and from each other. The results of this article are based on the analysis of seven case studies conducted in virtual communities, and they address two main questions: what leads young people to participate in virtual communities and how is learning and social participation promoted through virtual communities]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente trabajo está basado en un proyecto de investigación llevado a cabo en España, donde exploramos cómo y cuándo los jóvenes aprenden en comunidades virtuales. Aunque el término «comunidad virtual» se ha utilizado ampliamente para abordar interacciones sociales en línea, ha generado varios debates académicos. Sin embargo, es un término útil para definir una red social constituida mayormente por jóvenes que comparten intereses y eligen interactuar en línea con otros para discutir, intercambiar, mostrar sus creaciones con el mundo y promover ciertos valores. Como investigadores de Sociología y Educación, consideramos este fenómeno particularmente intrigante. Nos preguntamos por qué los jóvenes se involucran con las comunidades virtuales, por qué pasan tanto tiempo interactuando con otros en línea y qué beneficios consideran que tiene. Nuestra hipótesis es que guarda relación con un sentido de pertenencia a una comunidad y con las posibilidades que los jóvenes encuentran para crear oportunidades para aprender con otros y de ellos. Los resultados del presente artículo tienen base en el análisis de siete casos de estudio llevados a cabo en comunidades virtuales y pretenden contestar dos preguntas principales: ¿qué lleva a los jóvenes a participar en las comunidades virtuales? y ¿cómo se promueven el aprendizaje y la participación social a través de las comunidades virtuales?]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[virtual communities]]></kwd>
<kwd lng="en"><![CDATA[youth]]></kwd>
<kwd lng="en"><![CDATA[sociocultural learning]]></kwd>
<kwd lng="en"><![CDATA[ethnography]]></kwd>
<kwd lng="es"><![CDATA[comunidades virtuales]]></kwd>
<kwd lng="es"><![CDATA[juventud]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje sociocultural]]></kwd>
<kwd lng="es"><![CDATA[etnografía]]></kwd>
</kwd-group>
</article-meta>
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