Abstract
Media literacy in France includes numerous activities carried out in school or out of school. The increasing variety concerns activities, products, policies, theoretical choices, and the actors involved. In the first instance we will adopt an historical approach. This entry more or less follows the chronological evolution of information and communication technologies, which has had an inevitable impact on media literacy. The digital turn after 2001 reinforced the place of media literacy in curricula in 2006 then again in 2013 as media and information literacy. Many contemporary questions and options, for example, the prominent place of citizens' preoccupation in media literacy activities, recently reinforced by the goal to prevent cyberbullying, radicalization, and the spread of conspiracy theories, have already been seen in the eighties.
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