Editorial: Training Readers and Writers for a Multimodal and Multimedia Society: Cognitive Aspects

Ester Trigo-Ibáñez^1* Inmaculada Clotilde Santos Díaz² Marcela Jarpa³

• ¹Departamento de Didáctica de la Lengua y la Literatura, Universidad de Cádiz, Spain
• ²Department of Didactics of Languages, Arts and Sport, Faculty of Educational Sciences, University of Malaga, Spain
• ³Faculty of Philosophy and Education, Pontificia Universidad Católica de Valparaíso, Chile

This Research Topic includes 10 articles belonging to the educational, psychological, and linguistic 13 field with researchers from different universities in Chile, China, and Spain. The articles have been 14published in the "Psychology of Language", "Educational Psychology" and "Cognition" sections of 15 the journal Frontiers in Psychology, and in the "Language, Culture, and Diversity" of the journal 16Frontiers in Education. 17Modern societies have made steady progress toward creating a literate population. Most people can 18 now access a wide range of resources using their reading and writing skills thanks to significant 19 efforts, but are we really ready for the information age? Are educational institutions promoting 20 information literacy? Are personal skills being considered? Are we really critical thinkers? This 21 research topic provides an overview of the latest studies, covering issues from the individual to the 22 group, from the skills of the subject to how best to develop them in the classroom. 23Our main objective was address a pressing issue facing modern global societies. It was suggested that 24 the research topic address this by providing a range of insights into critical literacy in general and 25 reading and writing in particular. Research on writing processes, academic literacy, and analog and 26 digital reading was therefore invited. This research topic also considered the cognitive processes of 27 the subject in relation to building their mental lexicon and accessing information. This provides a 28 glimpse into the world of people living in the post-truth era and immersed in literacy. 29The articles published papers under this theme have examined critical literacy from a variety of 30 perspectives, providing a thorough examination of the contemporary heterogeneous cultural, linguistic, educational, and psychological environment, as outlined below. They are divided into four 32 sections: reading, writing, foreign language teaching, and cognition. 33In the first section, there are two research that focus on the writing process.