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‪While the supply and consumption of online video continues to grow, the uses of online video in elementary schools are still little known. This article investigates three questions: How do school teachers search for and select videos for learning use? What learning potentialities do they attribute to the use of online video? What can we say, based on these results, about media and information literacy in elementary school? Based on 18 semi-structured interviews, our results show that online video is indeed part of the uses of these teachers, but as one document among others. It meets the specific objective of soliciting students’ attention, but is neither a learning object as such, nor a support for education in the critical analysis of images.‪