Today, definitions and understandings of literacy have broadened significantly, influenced by academic research, international policy agendas and national priorities (OECD 2000; UNESCO, 2003 y 2006). Recent perspectives look at the ways in which literacy is used and practiced in different social and cultural contexts. Also, many researchers and educators have come to view literacy as an active process of learning involving social awareness and critical reflection, which can empower individuals and groups to promote social change (Gee, 1996; Copi & Kalantzies, 2000; Kress, 2003; Withrow, 2004; Stevens & Bean, 2007). On the other hand, other literacies are taking shape in terms of tech culture and other characteristic elements of the information society ((The New London Group, 1996; Glister, 1997; Copi & Kalantzies, 2000; Kress, 2003; Lanskhear & Knobel, 2008).

In this paper we outline some results of the research “New literacies for learning and working in contemporary society: analysis of good practices in teacher training in a community of research and practice in Boston’s public schools”.  The research goal is to identify, describe and analyze good practices in teacher training from the perspective of New Literacies in the U.S. context. The study was carried out in the context of the community of research and practice called ‘Mindful Teacher’. Mindful Teacher is aimed at validating teachers as reflective practitioners, improving pupil achievement, and providing teachers with new frameworks through which to understand their pupils and to flourish as educators.

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