The development of digital technologies has transformed teaching and learning methods. This evolution has led to a revolution in pedagogical practices and to the introduction of innovative learning systems. Indeed, digital technologies open up new opportunities for innovative and diversified reading and writing practices and provide motivating contexts for learning languages. In this article, we will present the results of an educational experiment carried out in a French university aimed at the (co-)construction of mono- and multimodal texts from a three-stage didactic device. We will describe each of the steps of this device which seeks to promote a continuous and sustained use of digital tools and to question the impact these tools can have on the development of language skills as well as on the cognitive and technical skills associated with multimodal literacy.