Collaborative research is on the rise. From the first generation of engineering that went back and forth between researchers and teachers, to the more recent design-oriented research, French didactics has always been concerned with the articulation between theoretical modelling and teaching constraints. The implementation of vast reform programmes throughout the French-speaking world may have dictated the need to develop "feasibility didactic research" (Astolfi, 1993) aimed primarily at teachers. The aim was to ensure the control and transferability of the innovations tested in the classroom. This research has been criticised for its pragmatism and its difficulty in going beyond the context in which it was carried out for a generalisation and change of scale. Methodologies more oriented towards "sharing praxeologies" have developed, in particular design-based research. The GRAFElln research (SNF 100019_205162), which we present here, is part of design-based research (DBRC, 2003; Sanchez and Monod-Ansaldi, 2014) and focuses on the transformation of teacher tools for reading composite texts.

With the advent of digital technology and the technologisation of printing processes, reading materials and their contexts have changed (Kress and Van Leeuwen, 2001). Composed of written texts, images, diagrams, sound and animated documents, texts are becoming more complex (Bonnéry, 2015). The reading of digital documentaries in particular, which is highly valued by both school and non-school users, requires new skills and specific support (Rouet, 2012). A few instruments are beginning to spread on the market of teaching manuals, without however responding to the imperatives of a curricular progression. Moreover, the authorities are integrating these new contexts into the study plans, programmes, etc., by means of a few transversal recommendations that are not very formalised. Our GRAFElln research aims to better understand the genesis of the instruments of reading instruction "to enable a greater number of students to access extended literacy, including digital literacy" (Crinon, 2012, p. 113).

The radically transpositive viewpoint we adopt considers conceptual and praxeological constructions from their respective places of production. In the GRAFElln collaborative device, the research conditions are created so that a modelling activity can develop in the back-and-forth between the planning of a sequence and its implementation. We observe this instrumental genesis from two variables: the variable of school levels and transitions between cycles to follow the curricular progression, the variable of the text to identify the components of the objects to be taught. We gather teachers of 4H and 5H for the first transition between cycle 1 and 2, and teachers of 8H and 9H for the transition between cycle 2 and 3. Each grade includes 3 teachers (3 X 4 grades), i.e. 12 teachers for the first year. This experimentation is reproduced over a three-year iteration (Nb=36 teachers). We imposed two contrasting texts on the teachers, a paper narrative text, familiar to the teachers, and a digital documentary text, unfamiliar to the teachers. Researchers and teachers meet to plan a sequence and specifically prepare three tasks operating at different times in the sequence: a discovery task, a "between the lines" reading task and a condensation task. We hope that these tasks will act in contrasting ways on the didactic situations.

We observe how the didactic models of the different participants interact and answer the question of the teaching objects modelled by the researcher and actually taught by the teacher. We compare the planned sequences and tasks, then the students' productions, and report, through a partial didactic analysis, on the tensions between the models. We focus more specifically on the "student collective" (Bromme, 2005), imagined by the teachers and the students.

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