<![CDATA[The digital era requires innovation in learning strategies, particularly in efforts to strengthen reading and writing literacy as a fundamental 21st-century competence. One relevant approach to address this challenge is deep learning. Deep learning emphasizes not only conceptual understanding but also critical, creative, and reflective thinking in managing the abundance of information available in the digital world. Literacy habituation in this context is not merely a technical ability to read and write but a cognitive skill that guides students to analyze, evaluate, and generate new ideas based on acquired information. Through deep learning, students are encouraged to actively engage with texts, connect prior knowledge with new information, and develop literacy skills that are applicable in real-life contexts. Recent studies have shown that the application of deep learning strategies in digital literacy can enhance students’ motivation, independence, and critical reasoning. Therefore, this approach is expected to foster a literate generation that is adaptive, critical, and productive in facing the complexity of digital information. This article aims to explore the concepts, implementation, and implications of deep learning as an innovative approach in reading and writing literacy habituation, providing valuable insights for educators, practitioners, and researchers in developing learning strategies that meet contemporary educational needs.  ]]>
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