Machackova, H., Bedrosova, M. J., Muzik, M., Zlamal, R., Fikrlova, J., Literova, A., […] Cino D. [...] & Helsper, E. J. (2024). Digital skills among youth: A dataset from a three-wave longitudinal survey in six European countries. Data in Brief, 54, pp. 1-14. https://pubmed.ncbi.nlm.nih.gov/38690314/
Cino D. (2023). Ambienti digitali e contenuti mediali nella ricerca pedagogica: premesse epistemologiche e spunti metodologici. Studium Educationis, 24(1), pp. 96-104. https://ojs.pensamultimedia.it/index.php/studium/article/view/6449
Cino D., Brandsen, S., Bressa, et Al. (2023), Children’s digital skills acquisition in non-formal educational contexts: pedagogical practices, learning, and inclusion opportunities in coding and robotics workshops. Italian Journal of Educational Research, 30, pp. 54-72. https://ojs.pensamultimedia.it/index.php/sird/article/view/6165
Haddon L., Cino D., Doyle M. (2023), The challenges of conducting systematic evidence reviews: a case study of factors shaping children’s digital skills. Bulletin of Sociological Methodology, 158(1), pp. 71-90. https://boa.unimib.it/handle/10281/402175
Ponte C., Mascheroni G., Batista S., Martinez G., Cino D. (2023), Children’s digital mediation: The family climate in Spain, Italy and Portugal. Observatorio (OBS*), 17(2), pp. 210-226. https://obs.obercom.pt/index.php/obs/article/view/2214
Cino D. (2022), Studying online interpersonal communication using online forums: epistemological, ethical, and methodological perspectives. Sociologia e Ricerca Sociale, 127, pp. 62-80. https://www.boa.unimib.it/handle/10281/399060
Cino D., Lacko D., Mascheroni G., Smahel D. (2022). Predictors of children's and young people's digital engagement in informational, communication, and entertainment activities: findings from ten European countries. Journal of Children & Media, pp. 37-54. https://www.tandfonline.com/doi/full/10.1080/17482798.2022.2123013
Mascheroni G., Cino D., Mikuška J., Smahel D. (2022). Explaining inequalities in vulnerable children’s digital skills: the effect of individual and social discrimination. New Media & Society, 24(2), pp. 437-457. https://journals.sagepub.com/doi/full/10.1177/14614448211063184
Zaffaroni L.G., Cino D., Thiel K., Lampert C. (2022). Drivers of cyberbullying and cybervictimization during the COVID-19 pandemic. Findings from an online survey during the first lockdown. Media Education, 13(2), pp. 65-77. https://oaj.fupress.net/index.php/med/article/view/13169
Cino D., Gigli A., Demozzi S. (2021), “That’s the only place where you can get this information today!” An exploratory study on Parenting WhatsApp Groups with a sample of Italian parents, «STUDI SULLA FORMAZIONE», 2021, 24, pp. 75 – 96.
Cino D., Dalledonne Vandini C. (2020), “My kid, my rule.” Governing children’s digital footprints as a source of dialectical tensions between mothers-and daughters-in-law.” Studies in Communication Sciences, pp. 1-22. https://www.hope.uzh.ch/scoms/article/view/j.scoms.2020.02.003
Cino D., Demozzi S., Subrahmanyam K. (2020), “Why post more pictures if no one is looking at them?” Parents’ perception of the Facebook Like in sharenting, The Communication Review, Agosto 5, 2020, pp. 1 – 23.
Cino D., Dalledonne Vandini, C. (2020). “Why does a teacher feel the need to post my kid?” Parents and Teachers Constructing Morally Acceptable Boundaries of Children’s Social Media Presence.” International Journal of Communication, 14, pp. 1153-1172. https://www.researchgate.net/publication/339313899_Why_Does_a_Teacher_Feel_the_Need_to_Post_My_Kid_Parents_and_Teachers_Constructing_Morally_Acceptable_Boundaries_of_Children's_Social_Media_Presence
Cino D., Demozzi S. (2018). Social Networking Sites as virtual “showcases”. Parenting For a Digital Future Website. http://blogs.lse.ac.uk/[…]/
Cino D., Demozzi S. (2017), "Figli "in vetrina". Il fenomeno dello sharenting in una ricerca esplorativa", in Rivista Italiana di Educazione Familiare - Italian Journal of Family Education, n°2, 2017, pp. 153-184, Dec. 2017.
Cino D. (2016), Il "Puer Optionis". L'infanzia nell'epoca della Tirannia delle Possibilità Espositive. Riflessioni teoretiche e dati empirici di una ricerca esplorativa Italia-Stati Uniti, AlmaDL - University of Bologna Digital Library. (Tesi di laurea).
Corazza P. (2022), L’intelligenza collettiva al tempo delle piattaforme digitali. Il modello del formicaio: implicazioni pedagogiche e alternative possibili, Armando, Roma. https://cris.unibo.it/handle/11585/919513
Corazza P. (2020), Big Data: the Announcement of “The End of Theory”. Epistemological Premises, Socio-Political Implications and Educational Repercussions / Big data: l’annuncio della «fine della teoria». Presupposti epistemologici, implicazioni socio-politiche e ricadute educative, in «Formazione & Insegnamento - European Journal of Research on Education and Teaching», n.1 (2020), vol. II, pp. 700-712. https://cris.unibo.it/retrieve/e1dcb336-7462-7715-e053-1705fe0a6cc9/VERSIONE%20UFFICIALE%20Pietro%20Corazza%20-%20BIG%20DATA%20L%E2%80%99ANNUNCIO%20DELLA%20%C2%ABFINE%20DELLA%20TEORIA%C2%BB.%20PRESUPPOSTI%20EPISTEMOLOGICI%2C%20IMPLICAZIONI%20SOCIO-POLITICHE.pdf
D’Antone A. (2019), “Messa a punto in ambiente digitale di materiali di analisi e di formazione in servizi di Educativa familiare: l’équipe come contesto formativo e revisionale nei servizi a sostegno della famiglia e della genitorialità”, in L. Cerrocchi, M. Ladogana, A. D’Antone (a cura di), Educare alla vivibilità nella famiglia e nella scuola. Riflessioni, esperienze e pratiche educative, Zeroseiup, Bergamo, pp. 95-106. https://iris.unimore.it/handle/11380/1184978
Demozzi S., Gigli A., Cino A. (2019), I media digitali come strumenti per “esercitare e performare” la genitorialità (parte 1): literature review e presentazione della ricerca, «RIVISTA ITALIANA DI EDUCAZIONE FAMILIARE», 2019, 15, pp. 79 – 92, https://oaj.fupress.net/index.php/rief/article/view/7422/7616
Demozzi S., Gigli A., Cino D. (2019), I media digitali come strumenti per “esercitare e performare” la genitorialità (parte 2): analisi e discussione dei risultati, «RIVISTA ITALIANA DI EDUCAZIONE FAMILIARE», 2019, 15, pp. 93 – 111, https://oaj.fupress.net/index.php/rief/article/view/7423/7617
Ferrari L., Macauda A., Soriani A., Russo V., (2020), Educational robotics and artificial intelligence education: what priorities for schools? = Robotica educativa ed educazione all’intelligenza artificiale: quali priorità per la scuola?, pp.68-85, https://oaj.fupress.net/index.php/formare/article/view/10038
Gigli A., "Information and Communication Technologies in school-family communication and parental involvement in children's schooling: data from a research. Il ruolo delle TIC nella comunicazione scuola-famiglia e il coinvolgimento genitoriale nella scolarizzazione dei figli: i dati di una ricerca", in Pedagogia Più Didattica, 2019, Vol. 5, n. 2, ottobre 2019, pp. 1 – 8. http://rivistedigitali.erickson.it/pedagogia-piu-didattica/
Gigli A., Demozzi S., Castillo M., La alianza educativa escuela/familia y los grupos de chat de padres: una mirada a la situación italiana, «REVISTA ELECTRÓNICA INTERUNIVERSITARIA DE FORMACIÓN DEL PROFESORADO», 2019, 22, pp. 15 – 30 https://revistas.um.es/reifop/article/view/389271.
Soriani A. (2024), Vite Extra. Educare ad una cultura del videogioco. Junior Ed., Parma. https://cris.unibo.it/handle/11585/984735
