The metaphors “tipping point” and “paradigm shift” are used to describe the moments surrounding social and scientific changes; however, I argue that in examining changes in culture and communication, the role of technology suggests the need for a new metaphor. Weaving together cultural studies, digital rhetoric and technology theories, I offer a complimentary metaphor, the cultural gateway, defined as specific artifacts that are simultaneously familiar and strange, providing a comfortable bridge between “before and after.” This thesis posits that the iPhone behaves as such a gateway to our current, fully mobile paradigm, and has changed the face of everyday composition. Employing the circuit of culture, I examine evidence found in early media accounts of iPhone’s impact, literacy narratives that name smartphones and iPhones as literacy agents, and early advertising. Investigations suggest that these quotidian artifacts have additional, unintended purposes that are quite human and intrinsic to our ordered realities.

The aim of this research programme was to explore ehealth technology in pharmacy practice in Scotland and, by doing so, contribute original knowledge to this area. Strategists worldwide believe technology has the potential to promote quality, safety and efficiency in healthcare. This has been reflected in national ehealth policies designed to support collaborative working between medical and non-medical healthcare practitioners and, more recently, the whole health and social care team. A meta-narrative systematic review was conducted to explore and contextualise research related to healthcare professionals’ views of the adoption of ehealth technologies to support shared care. Findings indicate the importance of organisational development and training for core and optional ehealth services with pharmacists particularly under-represented in ehealth research. Socio-technical systems theory and the computer supported cooperative working framework were adopted to explore healthcare practitioners’ perceptions of ehealth in relation to integrated care. Findings from the review indicate ehealth research continues to focus on doctors and nurses. No ehealth application was perceived to be an unqualified success with the socio-technical gap still evident. Multiple case studies were conducted to develop explanatory theory around the digital literacy experiences, education and training related needs of pharmacy staff in the NHS Grampian area. Digital literacy levels were self-reported as basic with mixed views on the need for formal education and training. Findings indicate organisational and social factors may act as restraining forces against implementation of technology in pharmacy and associated digital literacy training. A final theory testing, systematic review was conducted into digital literacy training experiences of pharmacy staff applying Kirkpatrick’s four level model. It found a lack of evidence of specific, measurable digital literacy levels but indications that suggest digital literacy should be included in pharmacy education at all levels and career stages. This research provides novel insight into ehealth and digital literacy in pharmacy practice. Combined ehealth, education and pharmacy research has been demonstrated to be an under-researched area therefore these findings contribute original knowledge.

Digitala teknologier har ändrat förutsättningarna inom utbildningssektorn och bidragit till en dramatisk ökning av studenternas tillgång till och användning av digitala verktyg för sina studier. Begreppet digital kompetens har beskrivits som en av flera nyckelkompetenser som behövs för att kunna delta i samhället och ingår numera som mål i examensordningen på akademisk nivå i utbildningen för exempelvis förskollärare. Men vad vet vi om studenters digitala kompetens och tillämpning av digitala verktyg som stöd för sitt eget lärande under sina studier vid högre utbildning? Vilka erfarenheter har de med sig och hur förhåller de sig till dessa digitala verktyg? Studiens syfte har varit att undersöka användning av och förhållningssätt till digitala verktyg i akademiska studier som stöd för lärande på en förskollärarutbildning. Studien har fokuserat kring frågeställningarna:Hur används digitala verktyg som stöd för lärande av studenter på en förskollärarutbildning? Och Hur förhåller sig studenter på en förskollärarutbildning till de möjligheter digitala verktyg tillhandahåller som stöd för lärande? Studien har kombinerande forskning som metodansats, där kvantitativa och kvalitativa forskningsstrategier kopplas samman. Resultatet bygger på en enkätundersökning och fokusgruppsintervjuer och pekar på att studenterna använder digitala verktyg dagligen i utbildningssyfte. Studenterna använder framför allt digitala verktyg för att läsa och skriva texter, göra presentationer, ta del av och söka informationen samt kommunicera. De vanligaste digitala verktyg som studenterna använder är mobila enheter, så som mobil, smartphone och bärbar dator. De flesta studenter använder webb 2.0-tjänster, så som Skype och sociala medier, för samarbete samt diskussionsforum. Vidare visar resultatet att studenterna innehar en viss digital litteracitet och anser att digitala verktyg kan vara stödjande i vissa avseenden men också störande i andra avseenden. Resultatet påvisar att studenterna till viss del känner sig digitalt kompetenta, men den kompetensen kan variera från individ till individ oavsett ålder och är enligt studenterna kopplad till individens grad av intresse. Studien bidrar till kunskap om hur studenter förhåller sig till de möjligheter digitala verktyg tillhandahåller som stöd för lärande samt hur de använder digitala verktyg i en akademisk diskurs. Genom att sätta fokus på ett studentperspektiv kan uppsatsen bidra med ett värdefullt kunskapstillskott om studenternas förhållningssätt till och användande av digitala verktyg och således ge en grund för bättre utformning av undervisning i strävan att nå upp till utbildningens mål.

As technology continues to change the way society communicates, teachers need to prepare their students for digital literacy and competencies in their adulthood. Specific training is necessary for educators in the appropriate and effective methods for incorporating technologies such as smart phones and hand-held devices. Teachers, who work in international boarding schools, are more effective in their use of technology when they understand the classroom cultural differences and are able to clarify any misconceptions. To determine what experienced teachers find missing in their instruction and what should be included in a teachers' instructional guide, a guide was developed based upon the existing literature; the guide was tested and revised under three conditions. In the first phase, a panel of subject-matter experts reviewed the guide draft to identify the instructional goals and validate the survey instrument. In the second phase, a teacher's workshop was conducted and provided in-depth discussions on how they use technology in the classroom. Teachers shared examples of how culture affected students' use and misuse of technology. In the final phase, observations were conducted as teachers used the lessons and resources in their instruction. The final revision, presented in this document, includes closing comments made by participating teachers. The goal was to develop a digital citizenship guide for teachers in international boarding schools that reflected best practices from the literature and the input from experts and teachers. The results identified the specific skills and competencies that are required to teach students how to communicate in the digital world and become good digital citizens. The culturally diverse student population at the investigation site made it possible to generalize instructional sets that will be of value to teachers everywhere. The guide, developed through the dissertation initiative, provides educators with the knowledge, tools, and examples necessary to teach students how these technologies can be used in a multicultural learning environment. It can be used to address the fundamentals of digital citizenship and provide insight into the role culture plays in the use of technology in education.

With the advent of digital technology into our lives, the fact that the socially weakest stratum of society is lagging behind in digital literacy is becoming increasingly apparent. This problem is referred to as the second form of the digital divide. Since it has not yet been sufficiently examined, we carried out qualitative research using the grounded theory method, aimed at identifying the causes leading to this second form of the digital divide and defining the development model for this inequality. The collection of data was conducted by means of students solving tasks focused on digital literacy. In the course of this process, the computer screen was recorded and the entire investigator-student communication was captured on an audio track. Subsequently, semi-structured interviews were conducted with the students and their teachers. On the basis of analysis of the data, we created a theory of learning to handle an unknown software program. The process of learning exposes the student to various problems. The strategy used by each student to address these is chosen by the person depending on their previous knowledge of and experience with similar situations, particularly with similar software. The effectiveness of the applied strategy is overseen by the student's metacognitive control mechanisms. On the basis of the results obtained, the student's learning may (or may not) occur that improves the person's knowledge and skills, thus influencing how he/she addresses similar problems in the future. We see the benefits of our theory in describing a process of independent learning in the specific world of digital technologies. This can make the theory highly beneficial for teaching informatics. On the basis of this theory we described differences between socially excluded students and the majority in learning how to handle unknown programs. On the basis of our research, we believe in the long term that the difference in speed of lifelong learning in the field of handling digital technologies is the root cause of the emergence of the digital divide. During data analysis we identified a total of eight factors influencing the speed of lifelong learning in this sector; half of these also directly affect the level of digital literacy through the ability to solve problems. The resulting theory describes the lifelong process of the emergence of the digital divide. We see the main gain of our work in the identification of the process of emergence of the digital divide.

O objetivo desta tese é refletir sobre o processo de visão como construção de sentido. Assim sendo, contrário à maneira tradicional de entender esse processo como algo transparente e imediato, propomos que ver é uma prática de construir sentido através de todos nossos sentidos e nosso corpo. Para essa discussão contrapomos leituras das áreas de Cultura Visual, Cultural Digital, Antropologia, Análise do Discurso, Biologia, Media Art, com exemplos de comunicação mediada por computador e uso de vídeos. / The objective of this thesis is to discuss vision as a sociohistoric meaning-making process. Thus, contrary to the traditional approach to vision, which deals with it as a transparent and non-interpretative object, we look at it as a social practice through which we make sense of and in the world using our senses and body. For this discussion we counterpose readings from Visual Culture, Digital Culture, Anthropology, Discourse Analysis, Biology, Media Art to some examples of computer-based communication and videos.

Apresentamos resultados de pesquisa de mestrado, por meio da qual investigamos as contribuições do letramento digital para o processo de aquisição da escrita de sujeitos-estudantes do 1º ano do Ensino Fundamental I. As TDIC (Tecnologias Digitais de Informação e Comunicação), produziram mudanças na discursividade do mundo, nas relações históricas, sociais e ideológicas, na constituição dos sujeitos e das redes de sentidos, na forma dos relacionamentos, do trabalho, da mobilidade e do fazer científico. Em razão dessas modificações, recebemos hoje, nas escolas, sujeitos-estudantes considerados nativos digitais, que não veem significado nas aprendizagens escolares empreendidas por sujeitos-professores que se inscrevem no interdiscurso dos imigrantes digitais, mas se identificam com os games, que produzem sentidos a esses sujeitos-estudantes, por meio de sua arquitetura lúdica. O mal-estar da escola, causado pela desconexão entre ensino e aprendizagem, no entanto, não é somente resultado da divergência de época, mas se inscreve também na perda de sua eficácia enquanto instituição que dociliza corpos pela arquitetura disciplinar servindo como produtora de mentes obedientes para que a máquina continue funcionando. Seu instrumental analógico, no entanto, não faz sentido em uma sociedade que tem como instituição-modelo, a empresa, que cultua o desempenho individual, imputando aos sujeitos a responsabilidade pelo sucesso e pelo insucesso de suas vidas. Este estudo divide-se em cinco seções que abordam os fundamentos teóricos da AD; as especificidades da alfabetização e dos letramentos; um breve percurso histórico sobre linguagens e tecnologias; os aspectos analíticos na perspectiva discursiva e, por fim, os gestos de interpretação das análises discursivas sobre o corpus. O aparato teórico-analítico mobilizado para esta investigação é constituído pela Análise de Discurso de matriz francesa (pecheuxtiana) e pela Teoria Sócio-Histórica do Letramento. O material que constitui o corpus de análise, resulta de entrevistas realizadas com professores-alfabetizadores, produções linguísticas escritas, questionário semiestruturado e entrevistas realizadas com sujeitos-estudantes-alfabetizandos de uma escola privada do município de Ribeirão Preto/SP, com o intuito de verificar como o letramento digital afeta o processo de aquisição da escrita pelo sujeito-alfabetizando. Para isso, buscamos corroboração nos estudos de Pêcheux, Foucault, Orlandi, Tfouni, Assolini, Kleiman, Dias, Castells, Lévy, Prensky, entre outros. Os gestos de interpretação empreendidos permitem-nos considerar que há relação entre a utilização frequente das TDIC, principalmente os games, por sujeitos-alfabetizandos com a construção de textos com indícios de autoria, coerentes e inscritos no interdiscurso digital. Constatamos também que, para que haja influência do letramento digital na alfabetização, é necessário considerar que os jogos digitais utilizados por aqueles que possuem escrita convencional, são games que mobilizam a escrita durante o jogo. Propomos um caminho que considere olhar para o sujeito-estudante da contemporaneidade de forma diferenciada do que a escola vem fazendo, ao ignorar as mudanças sócio-históricas ocorridas desde a última metade do Século XX, com o aparecimento e rápida difusão das TDIC e todas as suas materialidades digitais, além de desprezar as qualidades multimídias de seus alunos. Consideramos fulcral que a escola se descole da formação discursiva onde se diverte, não se aprende e considere o uso de games e/ou sua arquitetura, como recursos de aprendizagem escolar, mas, consideramos também, que se utilize os recursos digitais de forma crítica, sem se deixar capturar pela ideologia que ofusca a realidade de uma escola que continua servindo como Aparelho ideológico de Estado, sendo orquestrada por organizações internacionais que determinam quem tem acesso à escola e à tecnologia e como esse acesso acontece. Aos professores e aos estudantes é essencial que se oportunize o letramento digital, como forma de resistência à reprodução das condições de produção na sociedade capitalista neoliberal. / In this study, we present the results of a masters research that investigates the inputs of the digital literacy to the writing acquisition process of students-subjects from the 1st degree of Elementary School initial degrees. The Digital Information and Communication Technologies (DICTs) are responsible to provoke changes in the discursivity in the world, in the historical, social and ideological relations, in the realms of work, mobility and in the scientific investigation. Due to these transformations, there are, in the current schools, students-subjects considered digital natives, which does not take as meaningful the learning practices carried by teacher-subjects circumscribed in the digital migrants interdiscourse. In the opposite way, these students conform themselves to different types of virtual games, that produce meanings to these students-subjects by its ludic architecture. The unrest school, provoked by the existent gap between the teaching and the learning processes, it is not just a phenomenon of generation conflict. This situation also mirrors the loss of the school efficacy as institution that docilize bodies through the disciplinary architecture, such as a mechanism that produces obedient minds in order to keep the machine working well. Its analogical instrument, however, does not make sense in a society whose the model-institution is the corporation, that emphasizes the individual performance, attributing to the subjects the responsibility for the success or the failures in their lives. This study is divided in five chapters. First, we present and discuss the theoretical basis of the Discourse Analysis (DA); then, there are considerations about the specificities related to the alphabetization and the literacy processes. Next, we present a brief historical path about languages and technologies and the analytical aspects involved in the discursive perspective. Finally, we comment and discuss about gestures of interpretation of discursive analysis on the corpus. The analytic-theoretical bases taken in this research are the French approach of Discourse Analysis (pecheuxtian) and the Sociohistorical Theory of Literacy. The corpus analyzed is result of interviews produced with literacy teachers, students linguistic writings, semi-structured polls and interviews with students-subjects in process of literacy in a private school of Ribeirão Preto State of São Paulo, Brazil, in order to verify how the digital literacy affects the writing acquisition process by the subject in literacy process. Considering these goals, this research is underpinned in the studies of authors like Pêcheux, Foucault, Orlandi, Tfouni, Assolini, Kleiman, Dias, Castells, Lévy, Prensky and others. The interpretation gestures noticed make possible to consider that exists relation among the frequent utilization of the DICTs, namely the virtual games, by subjects in literacy process and the composition of texts that indicate authorship, presenting coherency and circumscribed in the digital interdiscourse. We also verified that is necessary to consider the virtual games utilized by subjects, which can write conventionally, stimulates the writing process during the game, a necessary condition to occur influence of the digital literacy on the alphabetization process. We propose, therefore, a path that considers a different way to comprehend the contemporary subject-student. An way that is quite different in relation to that in what the school is currently based, that ignores the sociohistorical changes occurred since the second half of the XX century, the quick advent and diffusion of the DICTs and the digital platforms, and that does not consider the multimedia capabilities of the students. Thus, we defend that is focal that the school moves out of the discursive formation where have fun, there is no learning and consider the virtual games utilization and its architecture as important school learning resources. Nevertheless, we also consider that these digital instruments have to be used in a critical perspective. It is important, we point out, that the subjects do not be captured by the ideology that overshadows the school reality that continues working as an Ideological State Apparatus, concerted by international organizations that determine who can have access to school and to technology, and how this access occurs. Therefore, it is fundamental that the digital literacy be available to teachers and students as a manner of resistance to the reproduction of the production conditions in the neoliberal capitalist society.

BAKGRUND: Bakgrunden beskriver det förändrade kunskapsbehov som samhället nu genomgår och hur lärare i skolans verksamhet hanterar och förhåller sig till detta. Kritiskt förhållningssätt, elevernasmedieanvändning och begränsningar som kan förekomma är andra delar som behandlas.SYFTE: Syftet med studien är att undersöka hur sju lärare i årskurs 4-6 tolkar begreppet digital kompetens och hur de arbetar med digital kompetens i sin undervisning. Ett bisyfte är att undersöka om lärarna tror att de kommande styrdokumentens riktlinjer kring digitalkompetens kommer att förändra deras undervisning, och i så fall påvilket sätt.METOD: Metoderna som använts i studien är self report och delvis strukturerade intervjuer. Vi valde att lämna ut våra self reports först för att låta respondenterna associera fritt angående begreppet digitalkompetens utan påverkan från oss. När vi samlat in svaren formulerade vi individuella frågor utifrån dessa och följde sedan uppdem med delvis strukturerade intervjuer för att få en fördjupad kunskap om lärarnas åsikter.RESULTAT: Studien visar att lärare är positivt inställda till att integrera digitala medier i undervisningen. Samtliga respondenter i studien arbetarredan med detta, dock i olika stor utsträckning. Lärarna uttrycker även att de anser att digital kompetens är något som behövs i dagens samhälle och därför är viktigt att ta upp i undervisningen. / Program: Lärarutbildningen

A presente pesquisa tem por objetivo verificar de que forma o meio virtual, tendo em vista uma concepção de gêneros como práticas sociais, pode contribuir para um trabalho com produção de texto, em que se instalam outras possibilidades de interlocução entre professores e alunos, por meio dos textos que circulam nesse espaço. Assim, propôs-se uma retomada histórica das etapas de letramento até o contexto atual, evidenciando as novas configurações do chamado letramento digital. Duas vertentes teóricas, a sócio-interacionista e a sócio-retórica, auxiliaram na compreensão de como os gêneros tornam possível a participação letrada nesse ambiente, promovendo um contexto de escrita que leva os alunos a assumirem sua agência como leitores e produtores de textos. Fez-se uso de um corpus coletado a partir de uma experiência didática desenvolvida com alunos de nono ano do Ensino Fundamental, em que foi utilizada a uma ferramenta digital chamada Wiki. Optou-se, como eixo metodológico, uma abordagem de caráter etnográfico, que permitiu uma análise das relações tecidas nesse ambiente, seja quanto aos processos retextualização ou à perspectiva da audiência, suscitada pela intervenção via comentários que alunos fizeram em textos de colegas. Constatou-se que essas instâncias comunicativas levaram-nos a tomar mais consciência do seu processo de escrita e aprimorá-lo, ao mesmo tempo que eles desenvolveram uma percepção maior em relação ao discurso do outro, provocando uma aproximação construtiva entre os sujeitos dessa interlocução e uma abertura quanto a possíveis contribuições à aprendizagem de seus pares. / The current research aims at verifying how virtual environment, regarding a concept of genres as social practices, can contribute to the teaching of writing where other possibilities of interaction between teachers and students are situated, mediated by texts which circulate in this environment. Thus, it proposes a historical overview of literacy steps up to nowadays, emphasizing digital literacy. Two perspectives, social interactionist and social rhetoric theories, helped understand how genres can make literate participation and learning possible in this environment, promoting a writing context which leads students to assume their agency as readers and writers. This research was carried out with a corpus collected from a pedagogical experience developed with ninth grade students, where a digital tool called Wiki was used. An ethnographic approach was chosen as research methodology in order to analyze the dialogical relations constructed in this environment, regarding retextualization processes and the audience perspective, evoked by intervention through comments made by students about their colleagues´ texts. It was possible to conclude that these communicative instances allowed the students to develop a more conscious writing process, as well as a deeper perception regarding the discourse of the other, provoking a constructive approximation among these interlocutors and openness to possible contributions to the learning of their peers.

Apresentamos resultados de pesquisa de mestrado, por meio da qual investigamos as contribuições do letramento digital para o processo de aquisição da escrita de sujeitos-estudantes do 1º ano do Ensino Fundamental I. As TDIC (Tecnologias Digitais de Informação e Comunicação), produziram mudanças na discursividade do mundo, nas relações históricas, sociais e ideológicas, na constituição dos sujeitos e das redes de sentidos, na forma dos relacionamentos, do trabalho, da mobilidade e do fazer científico. Em razão dessas modificações, recebemos hoje, nas escolas, sujeitos-estudantes considerados nativos digitais, que não veem significado nas aprendizagens escolares empreendidas por sujeitos-professores que se inscrevem no interdiscurso dos imigrantes digitais, mas se identificam com os games, que produzem sentidos a esses sujeitos-estudantes, por meio de sua arquitetura lúdica. O mal-estar da escola, causado pela desconexão entre ensino e aprendizagem, no entanto, não é somente resultado da divergência de época, mas se inscreve também na perda de sua eficácia enquanto instituição que dociliza corpos pela arquitetura disciplinar servindo como produtora de mentes obedientes para que a máquina continue funcionando. Seu instrumental analógico, no entanto, não faz sentido em uma sociedade que tem como instituição-modelo, a empresa, que cultua o desempenho individual, imputando aos sujeitos a responsabilidade pelo sucesso e pelo insucesso de suas vidas. Este estudo divide-se em cinco seções que abordam os fundamentos teóricos da AD; as especificidades da alfabetização e dos letramentos; um breve percurso histórico sobre linguagens e tecnologias; os aspectos analíticos na perspectiva discursiva e, por fim, os gestos de interpretação das análises discursivas sobre o corpus. O aparato teórico-analítico mobilizado para esta investigação é constituído pela Análise de Discurso de matriz francesa (pecheuxtiana) e pela Teoria Sócio-Histórica do Letramento. O material que constitui o corpus de análise, resulta de entrevistas realizadas com professores-alfabetizadores, produções linguísticas escritas, questionário semiestruturado e entrevistas realizadas com sujeitos-estudantes-alfabetizandos de uma escola privada do município de Ribeirão Preto/SP, com o intuito de verificar como o letramento digital afeta o processo de aquisição da escrita pelo sujeito-alfabetizando. Para isso, buscamos corroboração nos estudos de Pêcheux, Foucault, Orlandi, Tfouni, Assolini, Kleiman, Dias, Castells, Lévy, Prensky, entre outros. Os gestos de interpretação empreendidos permitem-nos considerar que há relação entre a utilização frequente das TDIC, principalmente os games, por sujeitos-alfabetizandos com a construção de textos com indícios de autoria, coerentes e inscritos no interdiscurso digital. Constatamos também que, para que haja influência do letramento digital na alfabetização, é necessário considerar que os jogos digitais utilizados por aqueles que possuem escrita convencional, são games que mobilizam a escrita durante o jogo. Propomos um caminho que considere olhar para o sujeito-estudante da contemporaneidade de forma diferenciada do que a escola vem fazendo, ao ignorar as mudanças sócio-históricas ocorridas desde a última metade do Século XX, com o aparecimento e rápida difusão das TDIC e todas as suas materialidades digitais, além de desprezar as qualidades multimídias de seus alunos. Consideramos fulcral que a escola se descole da formação discursiva onde se diverte, não se aprende e considere o uso de games e/ou sua arquitetura, como recursos de aprendizagem escolar, mas, consideramos também, que se utilize os recursos digitais de forma crítica, sem se deixar capturar pela ideologia que ofusca a realidade de uma escola que continua servindo como Aparelho ideológico de Estado, sendo orquestrada por organizações internacionais que determinam quem tem acesso à escola e à tecnologia e como esse acesso acontece. Aos professores e aos estudantes é essencial que se oportunize o letramento digital, como forma de resistência à reprodução das condições de produção na sociedade capitalista neoliberal. / In this study, we present the results of a masters research that investigates the inputs of the digital literacy to the writing acquisition process of students-subjects from the 1st degree of Elementary School initial degrees. The Digital Information and Communication Technologies (DICTs) are responsible to provoke changes in the discursivity in the world, in the historical, social and ideological relations, in the realms of work, mobility and in the scientific investigation. Due to these transformations, there are, in the current schools, students-subjects considered digital natives, which does not take as meaningful the learning practices carried by teacher-subjects circumscribed in the digital migrants interdiscourse. In the opposite way, these students conform themselves to different types of virtual games, that produce meanings to these students-subjects by its ludic architecture. The unrest school, provoked by the existent gap between the teaching and the learning processes, it is not just a phenomenon of generation conflict. This situation also mirrors the loss of the school efficacy as institution that docilize bodies through the disciplinary architecture, such as a mechanism that produces obedient minds in order to keep the machine working well. Its analogical instrument, however, does not make sense in a society whose the model-institution is the corporation, that emphasizes the individual performance, attributing to the subjects the responsibility for the success or the failures in their lives. This study is divided in five chapters. First, we present and discuss the theoretical basis of the Discourse Analysis (DA); then, there are considerations about the specificities related to the alphabetization and the literacy processes. Next, we present a brief historical path about languages and technologies and the analytical aspects involved in the discursive perspective. Finally, we comment and discuss about gestures of interpretation of discursive analysis on the corpus. The analytic-theoretical bases taken in this research are the French approach of Discourse Analysis (pecheuxtian) and the Sociohistorical Theory of Literacy. The corpus analyzed is result of interviews produced with literacy teachers, students linguistic writings, semi-structured polls and interviews with students-subjects in process of literacy in a private school of Ribeirão Preto State of São Paulo, Brazil, in order to verify how the digital literacy affects the writing acquisition process by the subject in literacy process. Considering these goals, this research is underpinned in the studies of authors like Pêcheux, Foucault, Orlandi, Tfouni, Assolini, Kleiman, Dias, Castells, Lévy, Prensky and others. The interpretation gestures noticed make possible to consider that exists relation among the frequent utilization of the DICTs, namely the virtual games, by subjects in literacy process and the composition of texts that indicate authorship, presenting coherency and circumscribed in the digital interdiscourse. We also verified that is necessary to consider the virtual games utilized by subjects, which can write conventionally, stimulates the writing process during the game, a necessary condition to occur influence of the digital literacy on the alphabetization process. We propose, therefore, a path that considers a different way to comprehend the contemporary subject-student. An way that is quite different in relation to that in what the school is currently based, that ignores the sociohistorical changes occurred since the second half of the XX century, the quick advent and diffusion of the DICTs and the digital platforms, and that does not consider the multimedia capabilities of the students. Thus, we defend that is focal that the school moves out of the discursive formation where have fun, there is no learning and consider the virtual games utilization and its architecture as important school learning resources. Nevertheless, we also consider that these digital instruments have to be used in a critical perspective. It is important, we point out, that the subjects do not be captured by the ideology that overshadows the school reality that continues working as an Ideological State Apparatus, concerted by international organizations that determine who can have access to school and to technology, and how this access occurs. Therefore, it is fundamental that the digital literacy be available to teachers and students as a manner of resistance to the reproduction of the production conditions in the neoliberal capitalist society.