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ssss1 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.

ssss1 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 ssss1, 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.