This research analyses the literacy levels of a group of Spanish secondary school
history students (n = 42) in digital environments (Twitter), with the aim of providing
educational clues about the ways in which social discourses are constructed on
controversial issues, in particular those generated by the Spanish Civil War. From
a qualitative research approach, the most recurrent digital narrative data has been
emptied and analyzed, based on three a priori categories of social analysis: gender,
historical empathy and social conscience. The results report the predominance of
cognitive/inferential literacy skills and, consequently, the need to incorporate new
scenarios for teaching-learning history from the theoretical principles of critical
pedagogy and education for active, critical and committed citizenship with social
participation.
