In this paper, we study the innovative devices, more or less ambitious, that are developing in the French secondary education context, such as web radio, Wikipedia workshops, booktrailing and hackathons. They offer opportunities for students being involved in authentic "experiences" with information and media, developing their information culture, in a participative mode. According to the definition of this culture for the twenty-first century, as presented by the New Media Consortium, the objectives are demanding: a “set of abilities and skills where aural, visual, and digital literacy overlap. These include the ability to understand the power of images and sounds, to recognize and use that power, to manipulate and transform digital media, to distribute them pervasively, and to easily adapt them to new forms”. It is the potential of these experiences that we want to explore here : How do teacher-librarians and teachers address IME ? with what approach to information and media ? and what place for reading and writing during the sessions ? The results are presented in three stages: first, innovative devices and experiences implemented under school constraints; then experiences and knowledge, in touch with the social world outside the school: with reading and writing skills and culture approached as an essential dimension, and communicating with images and sounds, seen as an introduction for thinking audiovisually (through documentary, aesthetic, and sensitive experiences). This can be understood as an impulse for renewed practices, and the beginning of a turning point for Information and Media Education.