This article tries to attribute the results of research on literature's involvement in the process of mass communication to didactic problems. The author looks for an answer to the question: How do new situations created by mass communication influence the process of literary education in school. ; A didactic prospect of an inspection of this problem inclines to look at mass communication as well as at school, as on the source of attitudes of readers in the process of literary communication. Putting to good account theoretical subsidiaries of the conception of attitude, an analysis was executed of attitude-forming factors, typical for the mentioned institution. Therefore the author treats on the matter of characteristicjustificated subsidiaries for both institutions, shaping specified expectations intended for literature, of the characteristic structure of norms, percepting and forming the conviction about the meaning of literature and of behaviourist norms, telling us how to behave towards it. ; Looking from that point of view at mass communication, attention was paid to the consequences of the changing position of Art - and as well of Literature - in contemparary man's life, to the growth of the field of "distracted perception" and to the domination of popular and compensative justifications in the contact to it. ; Much attention was given to the matter of audio-visual transmissions as a factor of interference with the structure of man's communicative consciousness, of forming specific perception patterns and of influencing the universality of intersemiotic translations in contemparary culture. ; Analyzing attitude-forming situations created by the school system, the author pays attention to such factors as programmatic conceptions, planned activities for the system of education and improvement of the educational staff, a pattern for the contact between pupils and teacher and a model of the contact of pupils with literary works within school tradition and everyday practice. According to the carried out analyses the author sets forth a series of suggestions, which outline the basal framework of the activities of school as the institution, which provides its pupils into the precincts of literary culture.