This study analyzed the interactions between literacy, literacies, and digital technologies, focusing on how these elements can be articulated in pedagogical practices capable of enhancing the development of reading and writing skills. The research was conducted through an integrative literature review, encompassing national productions retrieved from relevant scientific databases using descriptors combined with Boolean operators. The results showed that digital technologies expand the scope of literacy and foster multimodal reading and writing practices, although their effectiveness depends on structural conditions such as equitable access, ongoing teacher training, and family participation. It was also found that active methodologies, especially project-based learning and the flipped classroom, promote student autonomy and engagement in digital literacy practices. The study concludes that educating for literacy in the 21st century requires integrating traditional methods with digital resources in a process that values both the technical acquisition of writing and its social function. The incorporation of technologies must be accompanied by planned pedagogical strategies capable of promoting digital literacy as a constitutive part of citizenship education. Thus, this study contributes to the scientific field by demonstrating that literacy and literacies mediated by digital technologies require, in addition to adequate school infrastructure, consistent public policies and teacher training programs that strengthen pedagogical mediation and ensure equity in the development of reading and writing competencies.