Can one speak of an “information transliteracy”?

The issue of transliteracy in general and particularly informational transliteracy is increasingly being debated worldwide and from extremely varying perspectives. These concepts refer to highly varied cultural and professional realities and contexts. In this paper we will discuss three dimensions and issues. First, we will attempt to delineate the scope and range of current thinking by researchers in information and communication sciences in France with regard to informational transliteracy, and present its four main components. Second, we will lay the claim that the informational transliteracy approach goes beyond the “Media and Information Literacies (MIL)” approach, in particular by giving all due importance to issues related to learning with computers, i. e. “computation”. Finally, we will present some new thinking that is currently being implemented in the French education system and will present some research projects involving informational transliteracy (LIMIN-R project, Translit project, etc.).