The context in which the higher education of engineers takes place is characterized by the exponential growth of the production of information. As a result, it is first of all completely illusory to claim to teach everything and, furthermore, each engineer must be prepared to renew his or her knowledge and competence throughout his or her professional life. These conditions are behind the necessity of having methodological teaching which aims at giving a mastery of the way to look for, process and use specialized information. However, this methodological teaching can only take on its full meaning, reach its highest efficacy, if it is fully integrated as an essential part of the overall pedagogical plan underlying the training concerned.