In recent years, the use of digital tools in education has grown dramatically, changing learning experiences and pedagogical practices, especially in first-year writing courses. These classes lay the groundwork for students' success in higher education by helping them develop critical academic literacy skills. Drawing on research published in the last ten years—a time when the use of digital technologies in educational settings has increased dramatically—this article offers a narrative review that looks at how digital tools can be used to improve the acquisition of important academic literacy skills in first-year writing courses. The review centers on digital resources that foster reading comprehension (including critical reading, text analysis, and understanding academic discourse), develop research skills (such as locating, assessing, and synthesizing information), and enhance writing abilities (including essay writing, research paper writing, argumentation, and citation). It examines various pedagogical strategies and digital tools, summarizes important research on how they affect student learning, and discusses challenges and considerations for implementation. This review offers insightful information to teachers who want to improve their technology-enhanced instruction and help students succeed. However, further research is needed to explore the long-term effects of these tools and investigate their optimal integration into diverse learning environments.

Keywords: Digital tools, academic literacy, pedagogical strategies, first year writing, higher education, student learning.