The French Institute of Education is specialised in the training of future teachers and in the organization of a range of conferences and more recently in consensus conferences on various educational issues. Each conference is organized according to mixed concepts borrowed from the medicine model and the Danish model (on technology) and consists in offering literature reviews to a heterogeneous panel composed of practitioners, educational stakeholders and involved citizens on the one hand and experts to answer their questions on the other hand. The goal of those conferences is to introduce research results to practitioners in a way that is appealing to them and to demonstrate that research can be relevant if contextualized in a teaching and learning environnement. Indeed, convincing teachers of using scientific knowledge is not enough to entice them to change their practices. The subject of teaching reading and reading comprehension was chosen because the ability to read is one of the most essential components of academic success, a factor of integration into society of the 21st century and a major asset to deepen one’s knowledge of the world, others and self. This conference aims to take stock of scientific knowledge which shows ways to support the continued development of reading skills at different stages during mandatory schooling. The teaching of reading and reading comprehension has to take into account different types of texts within different school subjects but also the evolution and diversification of environments and reading materials in the digital age. This consensus conference aspire to establish a dialogue between experts and members of the educational community to come up with recommendations based on research results, scientific knowledge and field practices, national and international, regarding the continuous learning and reading education. This paper synthesizes and explains this process of linking research to practice during the third conference. The course of actions organized by the committee breaks down into several steps, from the production of evaluation reports on the subject (to help the jury understand the matters at hands) to the two public sessions, to the disseminating of recommendations. We think this is a major and effective tool for dialogue between the world of research and the field of practitioners and a first step towards changing practices. Knowledge mobilization in education requires a two-way process from research to practice, but also a broader understanding of the issues at stake in the day-to-day teaching.

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