This article aims to map issues of Media Education currently under debate in Europe. It points out three main research trends. The first one concerns digital natives and their skills in media and technologies. Here we have quite a dialectic situation: on the one hand, a lot of scholars and policymakers are sure that digital natives exist, that there is a divide between adults and them, and that school is behind; on the other hand, in the last few years an increasing number of researchers have been multiplying their doubts in this sense, arguing that "digital natives" is only a case of moral panic (Thompson, 1998) created by governments and markets interested in convincing society that everything needs to become "2.0." The second trend concerns New Media Education, that is, imagining that new media (mobile devices, tablets, social media tools) need new methodological frameworks. Also in this case we witness a polarization of positions: at one end, those who are sure that critical thinking is all we need for new media too (new media, old solutions); at the other there are a lot of researchers re-thinking the aims and methods of Media Education, thus enabling it to evolve into a new paradigm. The main aspects of this new paradigm are the importance of media production and an updated combination of education, ethics, and citizenship. The last trend concerns Digital Literacy, that is, both the digital media skills that students have to develop and what teachers have to learn and do about these media. This topic leads once again to the gap between teenagers and the school system. The author attempts to describe how it can be bridged, according to research and public policies. (Contains 8 footnotes.)