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The training of students in digital reading skills, is a task that educators, teachers and librarians will have to address in the coming years. This implies a change in its initial and ongoing training, allowing their training and professional improvement and that the University should be directly involved through the explicit presence of competences and digital content in undergraduate and graduate curricular designs. But not all the content available allow us to acquire these skills in digital reading, therefore, is necessary to evaluate and critically select resources to articulate systems for collecting information and valuation that allow the mediators, have objective criteria to choose those products that are best suited to the attainment of these competences To do this, based on the indicators traditionally used to children's literature, and the direct analysis of different applications of reading, proposed a series of evaluation parameters, articulated around ten items: devices, operating system, content, reading stages, price and options of purchase, access to the store, organization of collection, interaction and organization of the collection, interaction out and honors.

Objective: This paper analyzes the practice of tagging in blogs that specialize in literature for children and young adults. Methodology: The researchers examined how tagging was used in a number of blogs addressing different aspects of this literature. The researchers studied a series of variables, including the specific location of the tags, the manner in which they were presented and the types of tag that were most frequently used. Results: Tagging was found to be an increasingly common practice in such blogs, where it is used to organize content and recover details from the large quantity of information that blogs generate. The paper also makes a series of recommendations about how to use tags more effectively and favour the visibility of the information in this type of blog.