The attitude of parents influences formation of children’s attitude to life. It is even more noticeable when speaking about media. The proposed contribution shows partial results of research carried out as a part of VEGA project No. 1/0913/15: Media literacy of young school-age children in the context of family and school cooperation. The character of the empirical research was diagnostic and quantitative-qualitative. The aim of the research was to examine media education performed in formal and non-formal ways among young schoolaged children in Slovakia. 28 schools from all over Slovakia were examined in the presented research. The contribution focuses mainly on findings from questionnaires given to parents and other focus groups, i.e. pupils.

Media education in selected European countries
Contemporary media education, which operates in various European countries, takes various forms. This article consists of 5 parts. In the first part, the general characteristics of media education were taken. On the other hand, the second part presents the contemporary demand for media education and the media competence necessary in the modern world, without which efficient and wise communication of information through modern media is difficult. The following parts describe media education in selected European countries. Thus, the third part includes media education in France, the fourth – in the United Kingdom, and the last – in Germany. The subject presented in the article is only a sketch of the basic concepts of the presence of media education in selected European countries, and therefore requires indepth research analysis.

Teacher competences and competences in teaching media education
Media education is a relatively new field of knowledge in Poland. Continuous research into the meaning and role of media education is ongoing. The media has a great impact on society, as well as its youngest members: children and adolescents. In particular, the didactic and educational process of which they are participants. In order to clarify how media education should be implemented, the importance of media education for the didactic process has been taken into account in this paper, taking into account the role of the educational environment as a family and discussing the competences and problems of teachers implementing media education in school settings. One of the main elements was discussing the difficulties encountered in the work of a teacher who often did not have the necessary academic or didactic preparation to carry out media education in a variety of subjects. As a result, the quality and level of competency acquired by students is much lower than in countries such as Finland or the United Kingdom, where examples of good practice in developing skills not only of pupils but also of educators.

Planning and implementation of media coverage in didactic practice
The aim of the article is to present the course of optional classes in the field of media planning and delivery, held at the Maria Curie-Sklodowska University in Lublin, in the field of public relations and media advisory services in the academic year 2016/2017. This description is intended to familiarize the readers with one of the ways of conducting practical activities on a particular example.

Journalism education in Latvia
Abstract: The author led whole semester lectures in Ventspils University College in Latvia in the field of “Media Communication in a Multicultural Environment” and in practice getting acquainted with the media and journalism education system in Latvia. The article describes ways of journalism vocational teaching and didactic innovations in Latvia on the example of Ventspils University College.

The stereotype of the media in the Polish language and conceptualization of their prototype in the processes of reception and education
Abstract: The text of the article is devoted to reflection on the questions: whether there is a stereotype of the media, or as yet mass-media form in their awareness of their prototype, and whether education can support this process. Conclusions drawn from studies carried out in a group of 160 students from two universities: students of journalism and communication at the University of Maria Curie-Sklodowska University in Lublin and students of management and production engineering and agricultural engineering and forestry from the University of Life Sciences in Lublin.

Within the context of lifelong learning, it is necessary for teachers to improve their competencies, including the competencies in the use of digital media. The paper presents partial results of research carried out within the VEGA 1/0913/15 project on Media Literacy of Young School-Age Children in the Context of Family and School Cooperation, while it also analyses the need to develop digital literacy, which is part of the VEGA 1/0748/20 project on Diagnosing Digital Literacy of Primary School Teachers in the Context of Undergraduate Training and Educational Reality. The empirical research had a diagnostic as well as quantitative and qualitative character. The subject of the research was media education of younger school-age pupils implemented in both formal and informal ways in Slovakia. The research involved 28 schools from all over Slovakia. The paper focuses mainly on the findings obtained from the questionnaires filled out by primary school teachers, interviews conducted with school management and content analysis of school educational programs. It focuses primarily on the interest of teachers in further training in media education.