This paper raises the need to consider the socio-cultural features to create learning scenarios where reading and writing practices constitute a tool of academic achievement. The sample consisted of 48 high school students from a Chilean public school. Data were collected using a Likert-type scale and focus group. Obtained information was qualitatively analyzed considering the Social Representations theory, thus, core and peripheral elements related to beliefs, opinions and attitudes about the students’ context were identified. Results showed that peripheral elements of students’ social representation would provide inputs to generate didactic designs that would strengthen the literacy levels.