The aim of this study is to explore how a digital literature project can be conceived in CM2-6e and contribute to the development of sociodidactic and anthropological approaches to digital integration in school, which can then be used by both teachers and learners. To achieve this, we asked about digital uses in the field of reading within a primary to secondary transition project in which students were prompted to articulate elements of digital literature and the history of the arts. In this context, we analyzed a project titled Art and Digital Literature from a theoretical framework borrowed from Saemmer (2015), Richard (2015), Lebrun, Lacelle & Boutin (2012) and Le Goff (2010). The results of this study indicate, among other things, that an optimization of fundamental learning and the redefinition of an active reader interacting with the text can facilitate a more playful comprehension, thus increasing the pleasure of reading.