FROM LONG READING TO THE 60-SECOND VIDEO: NEW LITERACIES IN THE AGE OF TIKTOK

Abstract

Technological transformations in recent decades have significantly changed reading practices and the ways texts are produced, circulated, and consumed. In this context, digital social networks, especially TikTok, have become increasingly relevant in the communicative and cultural experiences of younger generations, influencing literary practices and literacy processes. This study aims to analyze new literacies in the age of TikTok, investigating how short videos, multimodal content, and digital reading communities reshape contemporary reading practices. Methodologically, this is a qualitative, exploratory bibliographic study grounded in scholars of new literacies, digital culture, and language education, such as Rojo, Lankshear and Knobel, Lévy, Santaella, Cosson, and Chartier. Recent studies concerning the BookTok phenomenon and the use of TikTok as a digital learning object are also incorporated. Preliminary findings indicate that digital platforms do not replace traditional reading practices but expand possibilities for interaction with texts, encouraging multiliteracies, authorship, and student participation. The study concludes that teacher mediation remains essential so that digital experiences may contribute to the formation of critical readers and to the development of meaningful pedagogical practices in Portuguese language teaching.