Presents a qualitative research on the literacy practices of eight dyads of high school students, whom use the computer to accomplish their school tasks. The article analyses literacy events recorded in audio and videotape from a sociocultural perspective. It reveals that the students develop different literacy practices according to the kind of production and knowledge of softwares needed to accomplished their school tasks. It concludes that the new technologies of communication provide access to worlds of multiple ways of reading and writing, based on those we already know, but that education should not omit its role in the formation of critical and competent readers and creative and versatile writers; after all, computers do not teach how to read and write electronically.
literacy practices; ICT; computers; high school students; sociocultural approach; qualitative research
