In early summer 2018, Quebec adopted a Digital Action Plan for Education and Higher Education. However, training students to read children’s digital literature continues to face major problems: non-existent or inadequate links between production and educational needs, inadequate teacher training, and a lack of knowledge of students' digital reading skills and practices. This last issue, which is linked to the reception of digital works for young people, is nonetheless crucial since it defines the work of creators and publishers, but also the educational uses of these works. This led us to ask what representations of the readers and of the digital works are used by the designers of of digital content and teachers in their respective practices. The results of our research, conducted among five designers and 43 teachers, show that they have little knowledge of the ways in which young readers receive digital works and that they still have some preconceived ideas about digital literature.