Abstract

This bibliographic review delves into the state of development and trends in academic literacy studies in Chile. It analyzes the Chilean empirical research published over the span of one decade in journals indexed in WoS and Scopus. The 24 studies identified suggest a consolidation of the field, characterized by research in undergraduate cycles, first and last year students, relatively small samples, qualitative designs, and the use of interviews and focus groups as common data collection techniques. In addition, previous studies corroborated two major research trends, namely, a cognitive trend and a sociocognitive one. Based on this data, final considerations are offered to characterize the field and project its penetration into international conversations on the discipline.