International audience The article questions the modalities of co-elaboration of the questioning on literary texts and their effects on the training of readers during three sessions including exchange times on student forums in years 10, 11 and 12/9th, 10th and 11th grades. The theoretical framework of the study incorporates the notion of fictional activities of the reader subject (Langlade, 2008) into the dialectical paradigm of “literary reading” (Dufays, Gemenne & Ledur, 2015 [1996]). It also clarifies the notion of reader’s participation. The methodology of analysis makes it possible to follow the evolution of interactions between students readers online and in class in connection with the instructions of the teachers. The analyses reported in the article show that the sharing of readers' tickets leads to varied feedback on receiving experiences. The results obtained inform on the conditions of use of forums favorable to the interpretative effort. They also identify factors that limit the collaborative thinking by student readers