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Reading and writing are practices that permeate academic life at the higher level and, in this context, in addition to their value as a means to accumulate information or to account for knowledge learned, they stand out mainly as powerful instruments for generating and transforming knowledge. As social practices, they are inscribed in a historical context that imprints specific features on them. With digital technologies, communicative practices have changed: new discursive genres and new ways of communicating, new ways of reading and writing have emerged, which represent a great challenge for education and make evident the need to revise the teaching practices of reading and writing in this new context. The written text is no longer presented as the only way of representing knowledge, although it continues to be primordial; the text is enriched with audiovisual and multimodal media, there is a convergence of media with the possibility of digitalizing different forms of communication, to which is added the interactivity that this phenomenon usually entails. This means that teaching reading and writing today cannot be the same as it was before.