href="#u132a4d5e-e9b7-52df-bd25-3b1c8508f214">Chapter 2 focuses on adolescents’ perceptions of fake news. The study highlights variations in reflexivity towards critical evaluation of sources and disinformation across different age groups of students.
Chapter 3 aims to better understand the pedagogical positions and choices of teachers, particularly in the area of Media and Information Literacy. Based on a survey conducted among teachers, the representations and non-formal practices identified lead the author to advocate for a cultural approach to digital education in professional training.
The second section deals with informational risks, as well as economic and social risks in professional environments. It focuses on the practices used to deal with these situations.
In Chapter 4, the authors look at information risk from the point of view of business leaders. They show that this notion is broader than digital or computer risk, which is restricted to digital media. The risks mentioned by managers in the context of their security policy include many informational risks linked to other media.
Chapter 5 highlights the difficulties faced by organizations in Cameroon in dealing with the risks of scams and fraud in the use of cell phones by the population. Despite attempts at prevention by institutional organizations and cell phone operators, users suffer from an information deficit and the lack of means of action is not conducive to optimal mediation of these risks.
The third section looks back at the practices and mediations around digital risks in education. In particular, it examines the contribution of Media and Information Literacy, as implemented in schools in France.
Chapter 6 shows that the notion of risk is often the starting point for pedagogical practices concerning digital uses and appears to be deeply rooted in the teachers’ vision of information culture. Although school learning practices are still quite far removed from the private sphere, we can see that teachers in the field are concerned with developing knowledge in students that they can transfer from one context of use to another.
Finally, Chapter 7 compares the discourse of teachers in primary education with institutional texts concerning Media and Information Literacy. This comparison shows that the development of digital culture advocated in institutional texts remains a vague subject for primary school teachers. Beyond the operational approach to the use of digital tools, it is confirmed that primary school teachers lack training in the cultural approach to the web and its media.
1 Introduction written by Camille CAPELLE.
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Digital Risks: An Obstacle or a Lever for Education?
1.1. Introduction
Given the challenges of new technologies that society must face, the notion of risk has become a difficult one to grasp, because it refers to dreaded events and individuals’ worries and fears. For the sociologist Ulrich Beck (2008), risks no longer come only from outside (natural risks). Modern society, with its technological progress, in particular, generates risks in the sense that it debates them abundantly and seeks to prevent them in increasingly optimal ways: this is the emergence of a “risk society”. The introduction of digital technology into schools and families has generated numerous myths (Musso 2008; Amadieu and Tricot 2014) and unfounded fears (Cordier 2015; Plantard 2016) that are also widely debated. Digital refers in discourse both to computer tools or techniques (Internet, computers, smartphones, web platforms, etc.) and to uses. Indeed, the digitization of many practices has increased the number of situations in which digital tools are used, be it for information, communication, transmission and so on. Students, as well as teachers starting their careers, are now part of a generation that has grown up with the evolution of digital technologies and has built its practices and representations around them.
This leads us to examine the conceptions of digital technology among this new generation of teachers and the status they grant to digital
