As part of a broad survey of teaching practices related to narratological knowledge that would be mobilized in French classes (Mahieu 2022), the Quebec component of this study have investigated the emerging new literary genres, such as twitterature, digital poetry, enriched books and literary applications. Conducted between October 2022 and February 2023, this survey aimed more specifically at documenting the place that these new digital literary genres can have in French classes, both in high school and in the CEGEP. Placed into preoccupations of the Lab-yrinthe team around Nathalie Lacelle and those led by the LMM-team in multimodal media literacy in digital context (Lacelle et al., 2017), this article presents and discusses the results obtained from 99 teachers in Quebec (25 in lower secondary, 48 in upper secondary, 35 in CEGEP) about the following questions: what emerging literary genres are making their way into the classroom? At what levels? For what purposes? Is it in a perspective of reception, of production, or even of approximation to supposed social practices? Finally, do teachers who take these new paths feel competent and legitimate to do so?