This book presents a comprehensive and multidisciplinary journey through the concept and practice of reading, offering perspectives from various disciplines such as psychology, pedagogy, and technology. It explores what it means to be literate in the contemporary world, where digital technology and screen-based media are reshaping the engagement with texts. The volume examines how literacy has evolved across different historical periods and cultural contexts, highlighting the ways in which reading strategies have adapted to new media environments. Contributors revisit traditional approaches to reading while designing and proposing new digital tools that support a new model of transliteracy, which encompasses multiple platforms, formats, and modes of communication. The book offers both a critical reflection on the implications of digital technologies for reading and learning, and a hopeful outlook on the integration of traditional and emerging literacies in education.

This book presents a comprehensive and multidisciplinary journey through the concept and practice of reading, offering perspectives from various disciplines such as psychology, pedagogy, and technology. It explores what it means to be literate in the contemporary world, where digital technology and screen-based media are reshaping the engagement with texts. The volume examines how literacy has evolved across different historical periods and cultural contexts, highlighting the ways in which reading strategies have adapted to new media environments. Contributors revisit traditional approaches to reading while designing and proposing new digital tools that support a new model of transliteracy, which encompasses multiple platforms, formats, and modes of communication. The book offers both a critical reflection on the implications of digital technologies for reading and learning, and a hopeful outlook on the integration of traditional and emerging literacies in education.