In this paper, we initially mention some of the aspects of electronic texts most frequently pointed out by authors, and some of the impacts of these aspects on reading practices and digital literacy. Following, we analyse two reading materials of scientific texts elaborated to teach reading of scientific texts: one on virtual ambience and the other printed. The goal is to evaluate, for each material, the discursive place assigned to the student-reader and the types of discursive acts demanded of him or her, aiming to discuss the (critical) literacy practices that the materials provide.
reading; critical literacy; digital literacy