Abstract
Contemporary students must acquire different digital literacies, which allow them to use tools, create, understand and analyze writing and multi-modal contents, via digital media. Various studies underline the crucial role played by the acquisition of this digital culture for the university success of students and, beyond that, for their socio-professional success and their employability. As a result, all university actors (teachers, pedagogical engineers, mediators) are today urged to deploy innovative pedagogical engineering in that they invent alternative and digitized learning methods, for the acquisition, understanding and even critical analysis of digital literacies. This paper aims to explore and question the university pedagogical engineering that works to develop these digital literacies in terms of their acquisition (literacy), their comprehensive implementation (e-literacy) and their critical appropriation (erudition).