Journal reading logs, in which students are explicitly asked to use their reading strategies, can be a very strong teaching tool revealing many aspects and limits on student’s way to respond to literature through their own culture. But to evaluate those very personal, reflexive and situated type of discourses is quite challenging for teachers used to work in a text-centered paradigm. Teachers here have to analyze student’s naïve reactions, which are rarely based at first on literary knowledge. Consequently, in such a student-centered paradigm, teachers have to learn to reflect-in-action and on-action instead of expecting the good answers to their theoretical questions. The present purpose of our empirical study is to analyze and compare how three different teachers (elementary 6th, secondary 8th and 10th grade) tried to adopt an interactive and learning-centered way to evaluate journal reading logs within a same experimental teaching model in which students had to read the same novel.