Part of a study on the use and transformation of didactic instruments in order to teach multimodal composite texts, this contribution analyzes which didactic instruments teachers use in order to enter into a teaching sequence on a digital encyclopedic article; in other words how they make present, “presentify”, the object of their teaching how this varies in function of school degrees.

With the rise of the Internet and the widespread use of connected devices, reading media have evolved considerably. "Composite media", as we have been calling them for some years now, following Bautier & al. (2012), establish communication according to a principle of plurisemioticity, theorized in particular via the concept of "multimodality" for over thirty years by social semiotics (Kress & van Leeuwen, 2001), then reinvested by a section of research into the didactics of French (Lebrun & al., 2012 ; Lacelle & al., 2017). Composite media combine the written word with images, and sometimes sound and video. Several studies, such as Bonnéry (2015) and Bautier (2015), show that these media create specific comprehension difficulties and that teachers are not equipped and trained to teach their reading.

In our research project, we focus on the digital encyclopedic article (DEA) derived from Wikipedia technologies, which have already been the subject of some research (Endrizzi, 2008; Fallis, 2008 or Dvira, 2016). The DEA seems to us doubly interesting. On the one hand, it deals with a thematic content that refers to a textual object of the French discipline (here, a fairy tale, classified under the label of "children's literature"), and on the other hand, it relates to materialities that seem to pose new constraints for today's apprentice readers (Rouet, 2012).

We are interested more particularly in the didactic instruments teachers use to teach such texts. According to Vygotski (1930/1997), instruments or tools create the conditions for development and generate learning through the mediation of teaching artifacts (Goigoux, 2007), such as tasks, materials, reading aids. At the heart of the teacher's work, the instrument plays the role of mediator between the teacher, the pupil and the object of study. It configures students' ways of thinking, speaking and writing (Schneuwly, 2000; Wirthner, 2017). As a semiotic means, the instrument is especially valuable as a psychological lever, preceding development, as Vygotski suggested.

When s/he launches a reading activity, the teacher makes a text present in a certain materiality.. Making text "present", “presentify” it (Schneuwly & Dolz, 2009) for the purpose of teaching reading certainly involves a gesture of material “monstration,” but one that makes sense. The materiality of the reading medium, and in particular its demarcation, plays a part in the meaning that students construct in their activity as readers.

With an eye to the curricular formation of students, we are seeking to understand the process of transformation in teaching practices of the DEA at pivotal moments in the school's curricular organization. We are looking at the most sensitive transitions from one educational cycle to another. From a developmental psychology perspective (Zittoun & Perret-Clermont, 2001), a transition can be defined as a potentially problematic or fruitful tension for a person's development (see more generally Thévenaz-Christen et al., 2011).

Our research, funded by the Swiss National Science Foundation (100019_205162), focuses on the transformation of teachers' tools for teaching the reading of composite media. This is an experiment in the collaborative design of teaching sequences. The data collected: a) video recordings of planning and feedback interviews on teaching sequences carried out in collaboration with the researchers; b) recordings of teaching sequence's implementations; c) various traces, such as student productions, teaching aids and sequence plans. The research manipulates three variables according to a 2x2x3 experimental design: 1. text genre: a children's literature album Mon Papa Pirate ; a digital encyclopedic article on the Little Red Riding Hood tale: 2. school grades with transition 1 from cycles 1 to 2 (~8 to 9 years) and transition 2 from cycles 2 to 3 (~12 to 13 years); 3. three passages of the sequences in order to observe instrument transformation (school years 2022-23; 2023-2024; 2024-25). For each run, 6 teachers per transition carried out two sequences (album - encyclopedic article). In the present contribution, we focus our analysis on the 12 teaching sequences of the first pass of the experiment, carried out in 2022-2023 on the digital encyclopedic article. The choice of the DEA " Red Riding Hood" in the Vikidia encyclopedia seemed doubly interesting for our purposes. On the one hand, it deals with a thematic content that refers to a textual object of the French discipline (in this case, a fairy tale), and on the other hand, it concerns materialities that seem to pose new constraints for today's apprentice readers. The texts include a few oddities that we discuss with teachers. One of these concerns the words underlined in blue and the content linked by hyperlinks. The "concepts" selected for hypertextual development all concern words referring to objects or beings in the ordinary world (butter, a wolf). For analysis purposes, the teaching sequences are transcribed and described in form of a synopsis(Schneuwly, Dolz-Mestre & Ronveaux, 2006). We analyze the didactic gesture of presentification using a four-dimensional analysis grid: 1. contextualization and construction of the encyclopedic article's reading project; 2. language modalities for presenting this object; 3. media used; 4. activities proposed to students. The results of the descriptions of each presentation will be compared according to the two transitions.

Analyses of object "presentification" are still in progress. Here are a few initial results. Presentification is an important part of the teaching sequence since it determines its general orientation and aim. DEA are not yet part of the routine competence of teachers. This seems the reason for the great variation between the different sequences. For instance, the materiality of the text varies: for some teachers, the text is presented among other texts of contrasting genres in paper form, while for others, it is projected from a computer or projector in the classroom, or consulted on tablets. However, for all sequences, at a certain moment, the text is first explored in its digital materiality before being read. In general, there is no systematic metadiscourse by the teacher on the text during presentification. The text is explored in its materiality, acted on, observed from different points of view by the students. They are involved in different activities like Important differences seem to exist between school transitions in the presentifications. The text is rapidly present as a whole transition I: for instance it is immediately shown on a screen; or the students respond to a quiz who finds most rapidly the ending of Grimm brothers' version. There is a more abstract entry in transition II, retarding the presentation of the text, for instance a general discussion: how to find information in general on the internet; or defining the specificities of the text genre DEA in sorting 10 texts of different genres.

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