NEW WAYS OF READING AND WRITING WITH TRANSFORMATIONS OF THE LITERACY PROCESS IN THE MULTIMODAL ERA

Abstract

This essay examines the transformations brought about by the digital and multimodal era in the field of reading and writing. It also explores how different semiotic modes influence pedagogical practices in the classroom, demanding new skills and digital literacy. Through a theoretical review, the essay explores the challenges and opportunities presented by multimodality, highlighting the need to foster digital and semiotic literacy, writing, and reading by examining these transformations from a pedagogical perspective. This analysis addresses the challenges and benefits of transforming traditional reading and writing practices and transitioning to multimodal digital texts that integrate different semiotic modes (image, sound, video, and writing in new communicative configurations). This study examines the need to incorporate pedagogical strategies that lead to multimodal literacy in educational environments, in accordance with innovation and technology, in order to foster critical reading and writing mediated by ICTs. It concludes that classroom practices and teacher training require a renewal toward the current multimodal era, which does not represent the disappearance of printed text, but rather its support to complement and enrich practices that require multiliteracy and digital literacy, envisioning critical thinking and the contemporary reading and writing process.