Abstract
This paper reviews didactic experiences and interventions developed in recent years whose object of study is digital reading understood as a key concept that circulates across disciplines and diverse geographies. The research reviewed presents tensions and potentialities around the notions of critical literacy, reading competence and digital scenarios from analytical-methodological perspectives. The methodology applied in this article is based on the bibliographic documentary analysis carried out with the MAXQDA software, which allows the collection of data and evidence around a series of intersections. The provisional conclusions point to the fact that technology-mediated reading as a field of study is articulated from unprecedented formats of approaching knowledge where contexts and reading objectives are multiplied, incorporating selective and fragmented reading practice as a fundamental strategy for analysis. Finally, this article proposes as a future line of research the interdisciplinary and transdisciplinary analysis of reading. For this reason, it will be necessary to extend the frameworks of the field of study of critical digital literacy and investigate the potential of new interpretative communities, reading ecosystems and spaces for socialization.
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