This article studies five recent publications which, in didactics of literature, focus on school uses of digital spaces to maintain exchanges between readers-writers, at different teaching levels. The meta-analysis questions the modification and enrichment of theorizations that allow researchers to study the diversification of readers’ writings on the Web and their didactizations. The comparison of theoretical frameworks, methodologies, and interpretations of results shows two major convergences, despite the variety of terrain studied by the researchers. On the one hand, the research examined document a weaving of asynchronous and synchronous discourses, sometimes serving reflexive reminders. On the other hand, they provide new information on the temporality of collaborative literary learning.