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‪The evolution of albums contributes to the diversification of ways of reading. Depending on the narrative modalities, whether explicit or implicit, the child must appropriate the meanings delivered or formulate them from material traces (picture, text, calligraphy, etc.). Albums are therefore considered, as per Chamboredon and Fabiani, as a tool of socialisation to reading and culture, whose use by adults with children implies pre-requisites. While their unequal use across families and school types is documented, the article explores what prompts creators to address implicit and complex narrative modalities to the child-adult pair. The conceptions of what a child knows or does “spontaneously”, those of the child’s relationship with the adult during reading, as well as the dissemination of scholarly theories and the constitution of reference genres in children’s literature are all at play here, as are the logics of reader training, and of innovation and distinction in this particular creative environment.‪