Abstract
The implementation of Media and Information Education (MSI) only makes sense if it allows adolescents to understand information ecosystems in informed citizens in a variety of contexts. Research in sociology and information and communication sciences reveals the effects of a categorisation of teenage time (dedicated to formal or informal activities); to the point that they do not perceive a variety but rather a variety of contexts. If based on EMI student practices is a lever to engage students in apprenticeships, is it also a lever for continuing learning out of the classroom? Through the public specific practices of a Parisian vocational school, and in the context of EMI, we are trying to understand how the documentalist teacher can draw on the informal informational practices of students in order to build his/her pedagogy in order to foster a better continuity of learning times.