This article studies how BookTubing can serve as a reference social practice for school learning depending on French language teaching and media education. Based on the notion of didactic model of the genre, the proposed didactical process is based on the analysis of video productions made by pros BookTubers in order to select some of the characteristics of this oral genre – especially its epidictic dimension – which are used as a basis for the suggested teaching. The multimodal component (sound, visual, kinetic) of such productions also implies a critic of the relevance of specific semiotic combinations contributing to a specific staging of oneself, being an important role in the context of communicative media interaction.