Reading and writing with digital techonology: students’ practice on secondary school

Abstract

This article explains developments on exploratory research ongoing about reading and writing middle-school level students´ literacy practices, where digital technologies are incorporated. Digital reading and writing at school have become relevant topics of study in response to questions about contemporary changes in written culture. Grounded in theories of literacy studies as social practice, this research aims to describe what happens in middleschool classrooms with digital literacy practices. The research adopts a theoretical perspective in which reading and writing, on screen or on paper, are considered social practices and that, in school, they reflect the complexity of all practice. It is a qualitative, descriptive study, using the main strategies of ethnographic research. From the systematization of the observations made in a third-year course in a secondary school of the Great Buenos Aires, in this article we focus on the reliability dimension of the texts that are found in the web, taking into account the changing landscape that digital technologies bring into classrooms.