<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412020000100106</article-id>
<article-id pub-id-type="doi">10.24320/redie.2020.22.e06.2328</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El nexo entre literacidad y cultura digital: una mirada docente en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[The Nexus between Literacy and Digital Culture: A Teachers&#8217; Perspective in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thibaut]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412020000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412020000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412020000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La revolución digital ha moldeado nuevas prácticas de comunicación y de producción del conocimiento. Desde ahí han surgido conceptualizaciones emergentes sobre literacidad que intentan dar respuesta a la pregunta sobre qué significa estar alfabetizado en un mundo digital. El presente estudio explora dichas problemáticas considerando el enfoque de nuevas literacidades, de modelos culturales docentes y sus prácticas en el día a día. La investigación se sitúa en el contexto educacional chileno y utiliza una metodología de estudio de caso múltiple, la cual se desarrolló en tres establecimientos educacionales durante tres semestres, incluyendo a los profesores de lenguaje y sus estudiantes. El análisis sugiere la existencia de una disonancia entre los modelos culturales de los profesores sobre literacidad y tecnología y sus prácticas docentes. Por lo tanto, las prácticas de enseñanza de lenguaje estarían ancladas en el texto escrito, sin coexistir con nuevas prácticas propias de la cultura digital del siglo XXI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The digital revolution has shaped new ways of communicating and producing knowledge, precipitating new conceptualizations of literacies. This new conceptualization has attempt to answer the question about what it means to be literate in a digital world. The present study explores these issues considering a new literacies perspective as well as the concept of teachers´ cultural models and their every day practices. The research is situated in the Chilean educational context and uses a multiple-case study methodology which was undertaken in three schools over three school semesters. Participants of this study included teachers and their students. The analysis suggests a difference between teachers´cultural models about literacy and technology and their teaching practices. Consequently, language in the classroom is anchored in the written text and does not co-exist with new literacy practices that have arrived in the digital cultural of the XXI century.]]></p></abstract>
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<kwd lng="es"><![CDATA[Tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[new literacies]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
</kwd-group>
</article-meta>
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