On-screen literary reading in Chilean Secondary Education: opportunities, access and appreciations

Abstract

Literary reading is a school practice that has been held throughout educational history. Approaches, aims, as well as some of the proposals for literary texts have changed. Nevertheless, little has changed the reading media despite the devices’ massification that allows reading on the screen. This work reports the results of a study on digital literary literacy practices of High School students in Chile. Based on the analysis of Curricular Objectives, corpus available in the national School Digital Library, and the perceptions of students and teachers regarding reading on the screen. The results reveal the absence of explicit curricular opportunities for literary reading on screen, a limited coverage by the national School Digital Library of the literary texts suggested on the curriculum; as well as the presence of obstacles such as limited access to the internet, lack of knowledge of this digital library, and finally, the absence of digital literary reading in teachers.