In order to examine the impact of digital technology uses on possible changes in teaching practices, specifically courses that apply an analytical approach to literary texts in secondary schools, a questionnaire was carried out at the end of 2015 with seventeen teachers. While the survey reveals a limited use of screens by the students themselves, it reveals an almost widespread use of video projection. The article thus tends to identify the issues to which its uses respond, and hence to identify the place and role that teachers place in their teaching of analytical reading when using the projections of literary texts and images, on the one hand, and reader responses from students posted on class blogs, on the other hand. We interrogate the transformations that these projections induce or not in the training modalities of the readers, and uncovered conceptual displacements that the use of digital tools requires, if we consider that these tools are likely to favor the evolution necessary for the teaching of literature.