Today it is widely recognized that there is a profound change, caused by the digital revolution, in the way we read, in the means of access and in the reproduction of network information. The multiplication of screens and mobile learning allows the construction of innovative teaching models and represents an opportunity and a challenge for the promotion of reading and the development of reading competence of the students.
The existence of this new types of access to reading requires the development of new strategies so that the students can experience the new dimensions of digital reading. We consider that one of the important things in school is the training of readers. That is why teachers and educators must respond to the challenge of this new reality by integrating e-readers in the classroom but also in informal learning environments, such as family, clubs and individual contexts in order to build networks of readers. However, the school still has (in our view) an irreplaceable role.
In this article: i) we present the theoretical framing of the problem of reading in digital form; ii) we describe reading practices with digital form in kindergarten and secondary education; iii) we conclude about the role of mobile technologies in the development of reading
