International audience ; Only 8.7% of students in OECD countries scored at level 5 or 6 on the PISA reading test, which includes the ability to distinguish facts and opinions (OCDE, 2019c). In Canada, approximately 15% of students were classified at this level 5 or 6 (OCDE, 2019a) compared to 9.2% in France (OCDE, 2019b) and 6.7% in the Wallonia-Brussels Federation (Lafontaine et al., 2019). Beyond PISA tests, many studies have looked at students’ proficiency levels in information technology, media, or digital literacy, using conceptual frameworks related to a diversity of “literacies.” The overall finding is rather nuanced: despite a certain diversification of skills, they remain limited. These statistics are particularly relevant in our contemporary information environment, sometimes referred to fake news or the “post-truth” era.Considering how ICT are changing the way people are related to information, several frameworks offer a different approach to new media in the school context, all over the world. For example, in Europe (Carretero et al., 2017), Ontario (Ministère de l’Ontario, 2016) and Quebec (Ministère de l’Éducation et de l’Enseignement supérieur, 2019), these documents are based on a renewed conceptualization of literacies. Many conceptual frameworks bring these literacies together. For instance, metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies literacies (Mackey & Jacobson, 2011), while emphasizing the importance of developing critical thinking skills to address the challenges exacerbated by fake news. First, the metaliteracy framework explicitly pushes critical thinking enhancements and collaboration in social media and web contexts. Then, it consolidates the diversity of literacies, by going beyond traditional information literacy skills. Since the educational world is the center of these mechanisms, it was appropriate to draw a portrait of future teachers’ critical thinking and metaliteracy skills in the context of social ...