Abstract : Based on a project aiming to train well-read to digital technology, this paper focuses on the issues underlying digital writing learning. Digital writing is indeed a key practice for digital natives, being at the roots of their social and cultural practices, as well as the construction of their social life and identity. However, even if younger generations' digital culture is part of their cultural capital, it is yet not taught at schools. Our research shows that digital natives are far from constituting a seamless category : digital writing - because of its scriptural particularities -, can increase cultural and social divides. Moreover, several studies showed that, whereas this age group possess technical skills, they hardly master information literacy. Initial results of our ongoing study show that teaching digital technology's specificities is a way to develop reflexive practices. One thing is definite: it is in the best interest of the educational institution to take into account these digital writing devices for educational purposes. Otherwise, the gap between legitimate culture and digital culture will increase as well as the divide within this category.