Reading after the COVID-19 pandemic requires different perspectives for its mediation. This article presents an experience of mediation through the assessment of six digital reflective portfolios from future Chilean teachers at a University of Chile. This potfolios were developed during the academic years 2022 and 2023. The assessment of the portfolios was conducted considering frameworks on digital literacies. The objective of creating portfolios was to showcase the digital literacies of pre-service teachers and present experiences of literature mediation that integrate the pedagogy of multiliteracies. The digital literacies present in portfolios are expressed through internet language, such as the use of memes, gamification, and itineraries thar reflect a multimo dal design. The digital platforms used are those recommended for educational field. The experiences of literature mediation, as showcased in this portfolios, incorporate aspects of the digital literacies of future educators. Reading is mediated through cultural and digital expressions known to their students rather than solely through literary texts. In conclusion, there is a need to create training opportunities that raise awareness among future teachers about their integration into mediation processes that empower student. This approach aims to address the challenges posed by literary reading in schools.