Abstract
In the present paper, we take as a starting point the debate on the relationships between the changes in writing supports and the changes in reading rituals, defending the need to pluralize the models and functions of literary reading so as to be able to approach different typologies of literary digital texts. Firstly, after revising and situating in a historical context the different types of reading rituals that the print text has developed, we reflect upon the type of reading that the academia is implicitly demanding in this new context through its use of ICCT and the design of learning sites. Secondly, we discuss how our readers, the students, are adjusting to the new digital literature and how can the teacher guide them through this permanently morphing scenario. We argue about the need to develop functional models for digital literary readings, and in the final section of the paper, we offer several reading strategies that can help teachers and students build a bridge between print and digital literary texts.
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