In the digital age, media education evolves, particularly because of the growing individualization of media use. Our doctoral work investigated how knowledge about media is transmitted. To this end, we used MediaLog, a scientific and pedagogical tool in which respondents wrote down their activities with media in a several days span. In this article, we present MediaLog in its theoretical and methodological contexts while explaining how it derives from timetable studies and media diaries. Finally, two researches, one conducted on texts produced by students having participated in an intercultural experience, and the other carried out in two high schools during a whole school year, show the richness of this tool, both on epistemological and pedagogical levels. The resulting enhanced reflexivity leads the respondents towards critical media literacy by contributing to denaturalize media use, making the integration of media in everyday life visible, and initiating a reflection about them.