Juliette Filliol is a librarian at the Versailles academy, where she has spent several years developing a professional practice that connects documentation, reading, culture, and digital technology. She is also an active trainer and has been recognized as a digital expert for documentation by the Direction du numérique pour l'éducation (DNE). Her work focuses on innovative ways to use digital tools in educational settings, especially in school libraries, or CDIs. Juliette has been running a blog called Cinephiledoc, which has been featured by ludomag and discusses various activities in CDIs, including reading, culture, and the pedagogical use of digital technology. She has also co-founded the LudoDOC collective, a group of librarians who share experiences and reflect on digital and innovative practices in CDIs. The collective has participated in events like Ludovia, where Juliette has acted as an intervenant, presenting her ideas and projects. Her career has been driven by a vision of transforming the CDI into a vibrant space for culture and learning, where documentary resources, digital tools, reading, and collaborative activities come together. For instance, she once designed an escape game with science teachers to help high school students explore the CDI, combining digital skills, scientific knowledge, and a sense of discovery. In a blog post published on Cinephiledoc on September 21, 2026, Juliette described her project called « Bibliothèques idéales », or "Ideal Libraries." This initiative uses artificial intelligence to explore readers' tastes and create a library that reflects their personal reading preferences. Participants select three books that are meaningful to them, and AI uses these choices to generate a library that represents their literary universe, including its layout, atmosphere, and even a motto. The project involves using tools like Perplexity to analyze the selected books and build a detailed profile of the reader. From this, the AI creates a visual representation of the ideal library, including shelves, furniture, and reading spaces. This approach not only encourages reflection on personal reading choices but also transforms the library into a symbolic portrait of the reader. Juliette also extended the experiment by using AI to assign each participant a unique Dewey decimal number, a traditional system for classifying books. This creative use of a classification tool allowed her to classify the reader's universe in a symbolic way. She then created reader cards using Canva, summarizing each participant's ideal library, motto, and Dewey decimal. These cards serve as mediation objects that can be displayed, shared, and preserved. The project highlights both the potential and the limitations of AI in educational settings. While the AI can generate useful recommendations and visualizations, it often lacks originality and may repeat similar formulations. This shows that human oversight is essential to ensure the relevance and accuracy of the results. The experiment also encourages discussion and interaction among students and staff, as they can guess who created each library or vote for their favorite. Ultimately, the project demonstrates how AI can be used as a creative and educational tool in CDIs, fostering dialogue between reading, identity, and technology.