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The paper presents results of 360-degree feedback, whether the library should ensure the information safety in its educational activities. This connection is not sufficiently researched. Purpose of education in libraries about the information safety can be derived from the risk communication and disclosure of abusable information and attacks using them (Livingstone, Haddon, Görzig & Ólafsson, 2011; Oolo & Siibak, 2013; Walrave, Vanwesenbeeck & Heirman, 2012; Weeden, Cooke & McVey, 2013). Education to increase Internet safety is proving as crucial with limited options of software and legal measures to secure user behavior (Ranguelov, 2010; Martin & Rice, 2012). Martin and Rice (2012) rank library as one of the elements cooperating with the school and activities of directors, teachers and librarians are considered essential to increase Internet safety. The library was ranked on the 8th place among the sources of advice on online safety for children (Livingstone, Haddon, Görzig & Ólafsson, 2011). Its importance grows when we consider the willingness of libraries to engage in lifelong learning in the local community, with focus on the Internet safety it can be seen on published interest in the USA (Marcoux, 2010), where is clear inclusion in the information literacy (Grayson, 2011 in Digital and information literacy edition). Presented research determines different view from stakeholders on the involvement of libraries in the education about the safe Internet communication. It was conducted through semi-structured interviews with six people (teaching librarian, director of library, teacher, deputy director of one primary school, pupil and her mother) in the second half of 2013. Interviewees described opportunities and threats in this field and the strengths and weaknesses following the lesson in the library about Internet safety. Questions were directed to three areas: general involvement of libraries in education on this topic, incl. preparedness of librarians, former interviewee opinions and the reasons for their change and evaluation of the lesson which took place several weeks or months before the interviews (the distance was needed to detect long-term impact, not emotionally affected current opinion). The interviews brought positive and negative findings, but prevailed positive, e.g. the lesson caused start of discussion the topic by pupils with different people stated four of interviewees, also teachers and parents thought about the topic after it. Problems of librarians were identified in lack of knowledge of pedagogy and Internet safety, and in missing time to learn and teach new topic. Both library and the school insisted on long-term realization of the lesson by a library employee. All interviewees agreed that the library has a place in the education about Internet safety. They welcome alternative dealing with the topic and they think that the education should be repeated and extended to other groups, also out of cooperation with schools.
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