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ssss1 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.

ssss1 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.