This article adopts a theoretical approach, based on a narrative literature review (Tétreault, 2014). It pursues a double objective: first, it attempts to test the notion of “éclatement” as it is mobilized to qualify digital literary works, and second, it problematizes issues concerning the didactization of these works in a school context. After commenting on the teaching and learning objects most frequently mentionned in scientific research, we address three conditions that constitute prerequisites for these digital literary works to be read at school: these conditions draw on pragmatic, literary, didactic and philosophical dimensions. A project implemented in a secondary school class concludes this article, showing how objects and conditions can come in synergies to ensure that digital literature plays a full part in the curriculum.