Literacy practices are changing in the digital context. Today's students are developing skills that are crucial for life in society, namely the reception and the digital and multimodal production of information. At the heart of these changes are teachers who are themselves acquiring these competences and identifying problems and needs in connection with their teaching. This article reports on the action research project MultiNumériC (2020-2023), in which eight teachers at primary and secondary levels in Québec jointly developed, tested and optimised pedagogical settings for promoting the development of digital and literacy competences for three subjects: art, French and social studies. After contextualising the research project, we explain the principles behind the co-creation of the tools and supply an overview of the initial critical feedback received from the teachers involved.