The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile

Abstract

The digital revolution has shaped new ways of communicating and producing knowledge, precipitating new conceptualizations of literacies. This new conceptualization has attempt to answer the questionabout what it means to be literate in a digital world. The present study explores these issues consideringa new literacies perspective as well as the concept of teachers' cultural models and their every daypractices. The research is situated in the Chilean educational context and uses a multiple-case studymethodology which was undertaken in three schools over three school semesters. Participants of thisstudy included teachers and their students. The analysis suggests a difference between teachers' cultural models about literacy and technology and their teaching practices. Consequently, language in theclassroom is anchored in the written text and does not co-exist with new literacy practices that havearrived in the digital cultural of the XXI century