In recent years, the increasingly important role of the digital in the teaching of literature has focused on both the literary nature of digital work (Bélisle, 2011; Casati, 2013; Marcotte & Archibald, 2015; Vandendorpe, 2012b) and the multimodality support offered by teachers in French classroom (Becchetti-Bizot, 2012; Vandendorpe, 2012a). It also shows that the notions of reading and writing no longer adequately correspond to what students experience. In literary class, it would rather be the “literary experience” (Bouchardon, 2018) which seems to be the most appropriate to the phenomenon experienced by students. In order to deepen the current knowledge we have about the use made by teachers in these situations, we analyzed two didactic devices based on this type of experience characterized by the reception and creation of multimodal work in a learning context. The first device consists in producing trailers of literary works. A second teaching device focuses on the use of the digital tablet (iPad) on which students create diagrams representing the relationship between the characters of a work. First, from classroom observations and student productions, we analyzed the reception and creation of multimodal work by students in each of the learning situations. Then, through interviews with teachers, we were able to establish that the reception and creation of multimodal work is characterized by different types of support. Finally, the whole process allowed us to better characterize the interaction between the support system put in place by the teacher and the literary experience of the students.