Literary reading and digital literacy: the case of São Tomé and Príncipe
DOI:
https://doi.org/10.5007/1807-9288.2026.e112477Keywords:
Digital Literacy, Literary Reading, Literary Education, Santomean Literature, São Tomé and PríncipeAbstract
This article describes and reflects on how recent digital initiatives in São Tomé and Príncipe can contribute to the promotion of literary reading, literary education, and digital literacy in a context marked by structural constraints, limited access to books, and inequalities in access to educational resources. Taking as its starting point the creation of the Ministry of Education’s Digital Repository, the National Digital Learning Programme, and the adoption of the Learning Passport platform, the article focuses in particular on the “Baú Nón” course, conceived as a space for the dissemination, preservation, and mediation of Santomean and African literature in digital format. The initiative is analysed as a pedagogical and cultural response to the limited material circulation of books and to many students’ fragile contact with literary texts, especially Santomean ones. The article also considers the introduction of Digital Literacy as a 9th-grade subject in the 2025–2026 school year as a significant step towards transforming digital access into critical and creative competence. It therefore argues that digital technologies can help broaden access to literature and create new forms of cultural and educational mediation.
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