Booktubing and the reader’s video: issues surrounding a pedagogical model 
Online literature is constantly blurring its own boundaries. The borderlines of a daily journal, heart-felt expression or autofiction, are porous but it remains possible to gather a corpus of readers’ self-filmed diaries online. As booktubing is a growing reality, the analysis of a sample of multimodal examples demonstrates how they visualize the text, narrativize it, and reconfigure its expression. The reader’s experimental video is equal parts self-portrait, actualized reading, and interreader. Asked to produce reader videos, a number of students in a bachelor of arts program have inspired the following questions: what experience and readers’ abilities do these digital productions reveal? What experience and reading skills do these digital productions demonstrate? How does the video modify the reader’s activity? Do these productions reveal a literary specificity? This article attempts to clarify the problematics of literary digital models and to highlight the didactic issues involved.