Reading pedagogy has undergone considerable changes since the 2005 educational reform of the Quebec Education Program (QEP) and the progressive integration of ICTs and multimodal competencies (Lebrun, Lacelle & Boutin, 2012). Epistemologically speaking, phenomenology in reading pedagogy still holds in terms of its need to be adapted in light of these changes. Supported by SSHRC, this study examines the aesthetic transactions between CEGEP readers and Incendies, a print-based play and its film adaptation. Following a recent study on 9th grade students’ reactions to text in which we demonstrated that reading was a multimodal act (White et Lemieux, in print; Lemieux et Lacelle, 2016) and inspired by relevant studies on the reading-viewing theory (Lacelle, 2009, 2012), I present the results from a case study tracing moments of engagement with Incendies through modal (book) and multimodal (film) forms. This study provides epistemological and empirical avenues for future research in reading and literature pedagogy.