This knowledge synthesis provides an inventory of the uses of media and multimodal literacy in a digital context (LLM @) in French courses and language of instruction (L1-L2) in minority or majority environments, between 2015 and 2020. Our goal was to identify innovative uses in LMM@. We collected 192 documents matching our search criteria. From a corpus of 30 representative articles, the analysis revealed that the choice of keywords did not reflect the concepts or content of the studies, as well as a great disparity in the definitions associated with the LMM@. In addition, we have noticed a certain looseness in the definitions of central concepts, such as information skills and LMM skills. A more detailed analysis based on the TPACK framework of 14 studies, presented integrated practices in French teaching with transdisciplinary perspectives anchored in the daily cultural practices of youth from the 21st century.