Higher education virtual teaching and writing demands: A new literacy challenge

Abstract

The advent of digital culture to university teaching poses a new challenge of literacy due to virtual learning environments require a particular textual treatment and test communicative competence of teachers to carry out their work by relying on the writing. Experts in areas that traditionally disciplinary knowledge taught through oral interaction, now assume a new role: that of authors of electronic texts. In the Internet, the academic scene is becoming more complex, hyper-and intertextual. The teachers are demanding a versatile discursive behavior varied, heavily mediated and polyphonic for which, in most cases have not been sufficiently trained. Hence the need for professional support to help them build language skills, and pragmatic sociodiscursive involved in teaching communication mediated by technology.