This article highlights the integration of Instagram into the teaching and learning of engaged poetry. For these purposes, we share our experience on the adaptation of a didactic online module based on Web 2.0 tools around the textual genre engaged poetry in a second-year university-level literature course. This teaching module is inspired by the socio-interactional current, the so-called "action-oriented" approach aligned with the Plan d’action numérique en éducation et en enseignement supérieur du Québec. The module is based on the multidisciplinary work of Natasha Kanapé Fontaine, a Quebec Innu author, and culminates in the publication of an engaged poem on Instagram, a social platform that allows the visual component to be combined with the textual one. Data from student evaluations and the course’s final project illustrate that Instagram could be considered as an educational platform capable of (i) fostering interactions, (ii) developing a sense of community, (iii) growing imagination, creativity, and critical thinking in second/foreign language, (iv) increasing learners' intercultural and digital competencies and (v) contribute to the appropriation of the poetic genre.