El Centro de Escritura Digital como una estrategia pedagógica institucional.

In a society that communicates and connects through text, strengthening writing skills becomes a fundamental aspect in school. The purpose of this article is to identify the factors that allowed a Center for Digital Writing (CED) to operate as an institutional strategy to strengthen the academic writing. The method used was the case study. Two secondary education institutions participated, one public and one private, in the city of Medellín, Colombia. Questionnaires with open questions were applied to students, teachers, and tutors. In the results, the categories of academic writing counseling, institution integrated services, institutional projection and identity, promotion of services and curricular integration were addressed. In a CED, the use of Information and Communication Technologies (ICT) goes beyond the teaching of tools usage, it entails strengthening the digital literacy processes from the areas and subjects of the school curriculum, where management, teachers, students and parents are involved. The conclusions confirm that recognizing the CED as part of the educational community generates actions aimed at its maintenance and sustainability, as a component of the institutional educational project. In addition, the integration of the CED with the directive and academic management is a factor that contributes to the institutional differentiation and sustainability of the strategy over time. [ABSTRACT FROM AUTHOR]