LITERACY IN THE DIGITAL AGE: CHALLENGES AND PERSPECTIVES – A SYSTEMATIC LITERATURE REVIEW

Abstract

Literacy, understood as the process of acquiring the alphabetic writing system articulated with social practices of reading and writing, has been deeply impacted by the transformations arising from the digital age. The widespread presence of digital technologies in children's daily lives reshapes the ways of accessing written language, the modes of interaction with texts, and the pedagogical practices developed in the early years of schooling. In this context, the present study aims to analyze, through a systematic literature review, the main challenges and perspectives of literacy in the digital age, considering pedagogical, educational, and sociocultural implications. Methodologically, this study consists of a systematic review with a qualitative approach, carried out through the careful selection of scientific articles, books, and official documents published over the last ten years in recognized educational databases. The results show that literacy in the digital age presents challenges related to teacher training, the critical pedagogical use of technologies, inequalities in access, and the need to integrate literacy with digital literacy. On the other hand, the literature points to positive perspectives, such as the expansion of multimodal reading and writing practices, increased student engagement, and the diversification of pedagogical strategies. It is concluded that literacy in the digital age requires intentional pedagogical practices, continuous teacher training, and educational policies committed to equity in order to ensure meaningful, critical, and socially contextualized literacy.