The article examines the reflexive displacements caused by situations of exchanges in forums of teacher during training courses in France. The evolution of representations and attitudes are questioned. We want to understand whether context prepare the development of didactic gestures specific to hybrid literary teachings. The theoretical framework combines didactic research about digital technology in literature teaching with the notion of hybrid tutoring. Analyses of the notes exchanged by teachers, transcripts of their synchronous exchanges and metareflexive feedbacks on the experiments allow an understanding of some awareness. The study also shows which questions and concerns are related to the school usage of reader forums.