The teaching of literature in high school is essentially based on the reading of literary texts; texts, which nowadays exist in both paper and digital formats (Karsenti, 2005; Quet, 2011; Crinon, 2012; Brunel and Quet, 2018). But new media linked to the digitization of practices are developing, such as digital audio formats of literary works (Gendron and Gervais, 2010). They open up new pedagogical potential and can echo attention to students’ singular, sensitive reception. With this in mind, we present an experiment conducted in the Congolese context, in an educational environment where digital technology is not yet present in the school environment, but where teenagers are already involved in digital leisure and communications. It is based on training in the didactics of literature, founded on the paradigm of literary reading and mobilizing digital technology. Based on the adaptation of a device known as “floating listening” borrowed from Brillant Rannou (2012), we analyze the implementation of two future French teacher trainees in high schools in Brazzaville, asking ourselves to what extent the training provided enabled the trainees to orient their practice and negotiate the gap, or even disconnect, between traditional literature teaching practices in high schools and the mobilization of digital audio literary works that we made available to them.