This paper refers to recent research on the different models of literacy within the Faculty of Education at the University of Seville. The study of the reading habits among the prospective Pre-school and Primary teachers is fundamental for didactic organization. Our results will allow the academic literacy process to be approached using new tools.

This study of literacy within the university students adopts an ethnography approach of the reading and the writing perspective (Maybin, 2007; Purcell-Gates, 2011; Greenhow, 2011). The records of the social reading habits do not usually take into account elements unrelated to university teaching. Thus, today we witness a severe conflict between the vernacular practices of the students (savage reading) and the literary education of the university teachers (Chartier, 1993)

The digital culture has multiplied the variety of reading habits. This fact has separated the university students from the practices of classic reading and is making their incorporation to an academic university culture more difficult (Carlino 2005; Lea and Street 2006).

This research has elaborated an up-to-date catalogue of the university reading habits, and reflects upon the contradictions this new literacy establishes at the academic literacy process carried out at the university. Lastly, we suggest some ideas on university teaching practice, whose current challenge incorporates an inclusive literacy (considered as a social practice) as well as one that is informative and critical (Cassany, 2006).

The aims of this research are to:

a) describe the new role of the university reader from the theoretical perspective of the New Literacy Studies (e.g. Pahl and Roswell, 2005; Barton, 2007)

b) make a reflection on a reading model that unifies different levels: cyber-culture, media culture and literate culture.

c) impulse the development of tools that facilitate the academic literacy within new learning contexts.

d) increase the linguistic communicative competence of the students.

e) promote dialogue between traditional reading habits and cyber-culture.

f)  re-think teaching-learning strategies at the university level.

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