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We thus notice that some teachers clearly position themselves as legitimate and responsible for the digital literacy of students, without this being linked to their disciplinary affiliation. For example, an English teacher explains that he is involved in the prevention of certain technical and ethical risks by giving students tips on how to choose “strong passwords”, thus enabling them to better protect their privacy and data. Others address informational and cognitive risks during Internet searches:

I tell them “If you go on YouTube, don’t click endlessly on the videos on the right, run your search, watch the video that matches your search, then do another search...” (English teacher in a senior high school, age 37).

Among teachers who make daily and varied use of digital technology, their personal experience of the Web can foster pedagogical practices and give them a sense of confidence in helping students secure their informational environment and develop their digital skills. For example, this English teacher says she wants to train students in digital use: