The new ways of producing, materializing and circulating texts, especially since the advent of print culture, around the 18th century, in the middle phase of industrialization, brought significant transformations to writing practices, making them much more complex. As a result, there was also a considerable change in the profile of literate subjects in the face of the new role of reading and writing. In this work, the writing and reading experiences of the students investigated are compared with the school writing activities they carry out in the classroom, taking into account the writing genres that make up these discursive domains, the so-called digital multilearning, and the attitude they reveal about their performance as readers and writers of academic texts.