Challenged universities: fluid literacies, hybridizations and new teaching strategies

Abstract

The present article reports on three investigations carried out in different universities, with their specific contexts and problems, which dialogue from the common findings related to hybridizations, fluid literacies and new teaching strategies that are built from the multiple technological mediations at the higher level. University challenges are addressed in relation to the presence of generative technologies as a way of accounting for the hybridizations that coexist in classrooms and the possibility of the existence of blurred borders between the analogical human and the digital human. On the other hand, multidimensionality relationships are deepened, realizing the need to consider the links between subjects and with knowledge and the relationship with practices and technological devices, in a postdigital key. In this line, the typologies and definitions of classical literacies are put under tension, considering that the conceptual power is produced in their mixture. Finally, it becomes evident that higher education has been challenged significantly in recent decades and the search for transformations in its practices continues to be a key factor in this process. The complexity shown by teaching and learning as dynamic processes establishes the need to analyze and rethink teaching practices in order to design new strategies that promote ruptures and questions the classical and hegemonic structures in the university.