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In this editorial, the author reflects on the state of research on academic literacies in Latin American higher education. To this end, the author presents a description of the context of higher education in Latin America, and the analysis of literature on academic literacies in the region through the lenses of three models: the study skills model, the academic socialization model, and the critical sociocultural model. From this analysis, the author argues that a critical sociocultural perspective is emerging in Latin America, which considers academic literacies as social practices embedded in systems of power. This turn into a critical sociocultural perspective is important and timely because it challenges deficit views of students, and it includes issues of power, identity, representation, and authority. The author invites Latin American scholars to consider the implications of a critical sociocultural perspective to academic literacies and the possibilities it offers to understand how youth interact with literacy in a region where education most of the times reinforces deep inequalities.
