The screens and touch-screen keyboards used by children and adolescents allow for new techniques of reading and writing that seem to challenge habits acquired during early reading-writing acquisition. The purpose of this essay is to think of these new capacities from three perspectives. The first part is based on the anthropological work of Leroi-Gourhan (2008a, 2008b), highlighting the evolving relationship between the media, techniques, time, and cultural spaces. The second part analyzes the French ministerial recommendations of 2006, 2011 and 2015, concerning the teaching of writing competencies. The third part is from Bouchardon (2011) where he discussed the ways to analyze emerging techniques created by readers of digital media. The results highlight the need to integrate emerging techniques in the school culture as a means of valuing diverse competencies, tools and media literacy.