The use of ICT has transformed the traditional
concept of literacy in education. However,
educational agents seem to be struggling to make
adjustments to match the emergence of new social
practices in classrooms with rules privileging the
use of conventional texts. Hence, this book provides
a rich description of the challenges that are
currently faced by teachers and students for
interpreting and producing school texts. This goal is
achieved using qualitative methodologies informed by
Vygotskian sociocultural theory and different
approaches to discourse analysis. The discussion
presented...