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Digital Workspaces for primary schools have multiplied in recent years. Although teachers are gradually taking them over, few studies have yet looked at how their design shapes uses in the eld of media literacy and citizens education. By relying on a methodology that crosses the designers point of view (semi-directive interviews conducted with the directors of ENT Beneylu School and One) with the analysis of the editorial enunciation of the platforms according to an approach inspired by the semiotics of screen-based writings (Jeanneret, Souchier, 2005), we highlight the representations, values and ideologies linked to digital, citizenship and media and information literacies conveyed by the designers discourse and embodied in the materiality of the devices., Les espaces numériques de travail (ENT) se multiplient depuis plusieurs années à l’école primaire. Si les professeurs se les approprient progressivement, peu de travaux se sont encore inté-ressés à la manière dont le design de ces dispositifs numériques dessine des usages dans le champ de l’éducation à la citoyenneté et aux médias. En nous appuyant sur une méthodologie d’analyse croisée du point de vue des concepteurs (entretiens semi-directifs menés avec les dirigeants des ENT Beneylu School et One) et du design éditorial selon une démarche inspirée de la sémiotique des écrits d’écran ( Jeanneret, Souchier, 2005), nous cherchons à faire émerger les représentations du numérique, de la citoyenneté et de l’éducation aux médias et à l’information à la fois véhiculées par les discours des concepteurs et incarnées dans la matérialité des dispositifs.

This article critically examines the functionalities and significance of three prominent digital tools that have become central to the study of Greek New Testament manuscripts. The design, functionalities, and significance of the New Testament Virtual Manuscript Room (NTVMR), the Center for the Study of New Testament Manuscripts (CSNTM) digital library, and the Pinakes database have a hand in shaping the research questions of the field. As such, it is important to understand what these tools do, how they function, and how they might develop further to address the needs of the field. The analysis of these tools leads to fundamental questions about using digital representations as proxies for primary sources, challenges for managing the materiality of artefactual and digital objects, the collaborative nature of digital scholarship, and the implicit interpretations of the Greek New Testament tradition inherent in digital workspaces.