Article. (From work experience) Egorova S.A.

Digital literacy as a component of life skills.

Digital (information) literacy levels.

What is the role of digital literacy in primary school. What value does it have for an elementary school teacher.

The concept of "digital literacy" as a tool of information activity has gone beyond the ability to only use a computer and began to be considered in a number of concepts related to technological literacy: computer and ICT literacy.

Modern practical skills are a complex system of knowledge, abilities, skills and motivational factors that need to be developed in accordance with specific areas of activity. Digital literacy is most important for ICT users, e-business professionals and ICT professionals.

ICT user skills should be mastered by all citizens of a knowledge-based society, they include the ability to:

· Effectively select and use information systems and ICT devices;

· Use open source software in everyday life;

· Use specialized ICT tools and tools for work;

· Flexibly adapt to changes in infrastructure and applied ICT tools.

The skills of an e-business professional are the skills required to harness the power of this Internet-based activity. Among the most important skills are the following:

· Rationalization of management;

· Promotion of the most effective and efficient ways of organizing business;

· Mastering new ways of managing an existing business; · Building a new business.

The skills of an ICT specialist require a high level of specialist knowledge necessary to:

· Research, develop and improve ICT tools;

· Manage, produce, provide marketing and sell ICT tools and services;

· Advise, implement and install ICT-based applications;

· Provide work, administration and support, provide services in the use of ICT.

Students' media literacy rates can vary markedly depending on the availability of opportunities to use the media environment and receive support from adults.

The MIG starting level can be classified as follows:

· Elementary level: reading and writing skills are absent, language skills are very poorly developed, as well as basic knowledge in the field of media use technologies; limited or no opportunity to use media at home.

· Basic level: moderately developed reading and writing skills; experience in the use of media technologies (e-mail, Internet navigation, online communication); the ability to use media resources at home.

· Advanced level: developed reading and writing skills, experience of independent use of media (video, television, radio); extensive practice of using a variety of technical devices; the ability to use a variety of media resources at home.

Information literacy of teachers and students runs through the concept of new educational standards. "The awareness of children has sharply increased. If earlier the school was the main source of information for children about the world, people, society, nature, today the media are a significant factor in the formation of a picture of the world in children. The negative consequences of the information shock should be neutralized by the positive, developing potential of the information environment. Already at the first stage of education, the education system should make full use of new opportunities - the information potential of the Internet, various distance learning forms, and others. "

Education received in elementary school is the basis, the foundation of all subsequent education. This also applies to how we teach junior schoolchildren to own information: to know the sources of information, to be able to look for an answer to a question of interest, to select correctly (in accordance with the topic and task) information, to correctly formulate and present the selected material, that is, we are talking about information competence of students.

The term "information literacy" refers to the totality of skills in working with information (data). These skills are formed in the lessons in subjects, in electives, in circles and are used when performing assignments that involve active steps to search, process, organize information and create their own information objects, for example, when working on projects.

Skills related to information literacy, students can master in any lessons, electives, in circles when performing some types of tasks.

Thus, a modern teacher is required to find and apply forms, methods and techniques of educational activities that maximally contribute to the formation of information literacy of students. To solve this problem, it is possible to use the methods and techniques of design and research activities, which have already become firmly established in the modern educational process. Possessing broad integration capabilities, design and research activities also contribute to the formation of universal educational activities defined by new educational standards. "The peculiarity of the content of modern primary education is not only the answer to the question of what a student should know (remember, reproduce), but also the formation of universal educational actions in personal, communicative, cognitive, regulatory spheres that ensure the ability to organize independent learning activities."

The formation of the above skills related to information literacy of students will be more successful if the components of the educational process, educational activities and additional education are closely interconnected.

In our school, thematic decades are held annually in subjects, the organization of which combines the roles of a teacher as a teacher, class teacher, teacher of additional education. Within 10 days, material is being prepared on a specific topic. As it accumulates, all students get acquainted with the material in the lesson or outside the lesson. And such a decade ends with an extracurricular event, or the manufacture of a product that summarizes all the previous work. The themes of the decades correlate with the calendar-thematic planning in subjects or with the plan of educational work. In the course of the implementation of the idea, a lot of work is being done, both on the part of the teacher and on the part of the students.

Next comes the collection and processing of information by students. Children learn to use various sources of information, determining which one is more effective for a particular type of information. There is a large proportion of students' independent work. The teacher only introduces children to the sources of information (reference books, encyclopedias, the Internet, their own experience and observations) and guides them along the desired search path. Pupils acquire the skills of scientific organization of labor, the ability to use the means of information and communication technologies is formed. Parents are also involved in the work.

The students collect and processed information in the form of a report, wall newspaper or computer presentation. When decorating, individual abilities, imagination, and invention of children are manifested. The ability to create information objects is being formed.

The prepared message is presented to the whole class. Information competence of students is formed, public speaking skills are developed. Children learn to evaluate and compare the information they have chosen with the information that their peers have prepared.

The result of the thematic week is an event to create a common product (project) or an extra-curricular event of an educational or cognitive nature. For example, conducting a thematic excursion, creating a collection of essays, an exhibition of creative works.

Here is one example of examples of organizing and conducting a thematicdecade at our school this year.

Russians are well versed in the media space, but at the same time they are poorly versed in gadgets and are frivolous in matters of cybersecurity. This is the conclusion made by NAFI experts when analyzing the digital literacy of the country's residents.

The digital literacy index of Russians is 52 percentage points (pp, the maximum value is 100), experts from the Analytical Center of the National Agency for Financial Research (NAFI) found out.

Analysts understand digital literacy as a basic set of knowledge and skills that enable a person to work effectively, communicate and receive information in a digital environment. The index consists of several components: information, computer, communication and media literacy, as well as attitudes towards technological innovation. Analysts determined the index of each component, after which they calculated the overall level of digital literacy of the population. The study was conducted in the form of a survey (1.6 thousand people over the age of 18 in 42 regions of Russia participated) in November 2017.

The authors of the study (RBC has a copy) called the respondents' strengths the ability to navigate the media environment and analyze information from various media (media literacy). The index of this component amounted to 65 p.p. out of 100 possible. The majority of Russians (72%) realize that the media they choose themselves do not always present information reliably. The veracity of media reports is most doubted by people with higher education, as well as people between the ages of 18 and 34.

Russians demonstrate less developed competencies in the issue of information literacy (54 pp). By this concept, researchers mean the ability to search for information in various sources, compare it and draw conclusions based on this comparison. So, 74% of respondents prefer to search for the necessary information on various Internet resources, and 81% say that they do it with ease. At the same time, 45% of respondents do not think that some of the information received on the Internet can be harmful.

Analysts estimated the attitude to technological innovation at 47 pp. According to the survey, 58% of respondents believe that modern technologies help in life, the remaining 42%, on the contrary, are sure that they interfere.

Analysts rated communicative literacy at 46 pp. This indicator reflects the ability to analyze the position of another person speaking on the Internet, as well as the experience of using instant messengers and social networks for communication. The majority of Russians (75%) freely use modern means of communication, while 76% of respondents are sure that the same communication norms that are used in everyday life should be preserved in the online space.

In computer literacy - a similar index (46 pp). The main features of a computer literate person are an understanding of the technical components of a computer and the ease of use of the device regardless of the platform. Analysts estimate that 78% of Russian users find it easy to use a computer. Only 59% of Russians can assess the technical characteristics of a computer. 75% of Russians use a computer for everyday tasks - for work, study or leisure and entertainment.

Digital frivolity

Russians tend to be frivolous in the field of information security, the study says. Thus, 55% of Russians are sure that the protection of personal data is not their concern. In their opinion, this should be done by the site owners, service providers or the state. Only a third of respondents make backup copies of their own data (35%). Every fifth Russian makes payments via public Wi-Fi networks (22%), and 38% of Russians use the same password for different accounts, which makes it easier for attackers to hack them.

Upon receiving a letter with a virus from a friend, 56% of respondents will not open the letter and inform the sender that their computer is infected with a virus. The remaining 44% will behave incorrectly: they will either send a message with the virus back to the addressee, or, after opening the letter, they will restart their computer in the hope that the virus will disappear.

The rapid growth in the number of digital resources and devices over the past decade has practically shaped the landscape of a new era - the era of digital devices, resources and services, on the one hand, and the deployment of a global information media environment, on the other. At the same time, there is an increase in the influence of the global media environment on humanity as a system of broadcasting, transmission, accumulation, creation and dissemination of knowledge in the information society.

The concept of "digital literacy" as a tool of information activity has gone beyond the ability to only use a computer and began to be considered in a number of concepts related to technological literacy: computer and ICT literacy. Digital literacy serves as a catalyst for development, because it promotes self-education and the acquisition of other important life skills of a citizen of the information society, a consumer of electronic services.

Digital literacy is a framework concept that brings together important groups of skills:

computer literacy includes both user and special technical skills in the field of computers,

ICT literacy includes a communication component as a set of user skills for using services and cultural offerings that are supported by a computer and distributed over the Internet, and an information component that focuses on key aspects of a knowledge-based society: the ability to find, receive, select, process, transmit in the best possible way, create and use digital information.

The UNESCO Information for All Program (IFAP), based on international experience, has formulated “indicators for the development of the information society”, defining digital literacy as an essential life skill. In May 2007, 16 key indicators were approved to monitor the process of achieving goals in the field of education in the context of the formation of the information society. Many of them are directly related to digital literacy: ICT skills, civic skills, self-education skills, adult participation in lifelong learning. The high value of these key skills undoubtedly requires the continuous development of the digital literacy of citizens. There are other indicators that include ICT skills. For example, international educational mobility of university students becomes possible thanks to the ability to continue their studies remotely. The professional development of teachers and teachers is another key indicator, which is achieved through the use of e-learning, distance courses that form new methodological skills that are subsequently used in pedagogical practice. These examples illustrate the importance of digital literacy in achieving the goals of the Information Society. Digital literacy is an important life skill that affects all areas of modern life and professional activity.

For seven of the sixteen indicators of the development of the information society, it is digital literacy that plays a central role. In the past century, the shift from the production of goods to the provision of services has led to an information and knowledge-based economy. Computers replace workers in performing routine physical and mental tasks, but they also complement creative, research, intellectual work. Modern organizations and companies are faced with the challenge of restructuring the workflow, which means the emergence of distributed organizational structures, decentralized decision-making process, more information sharing, flexible working hours and collaboration within the project team. Companies making such changes in organizational structures and business practices need new skills, especially in the field of ICT, new workplace organization using communications, information exchange and computer modeling of production processes. The percentage of routine mental and physical tasks in the economy is decreasing, while the share of non-routine analytical and interactive tasks is increasing. The resulting new HR policy requires workers to be flexible in responding to complex problems, to use communication effectively, to process information, to work in teams, to use information technology and to generate new knowledge.

These skills are rarely taught in school (Partnerships for 21st Century Skills website - www.21stcenturyskills.org). Today, a new challenge for the traditional education system is the need to lay the foundations of digital literacy at all levels of education, and this requires the professional development of teachers and teachers. The issues of the formation of digital literacy in the general education system are solved on the basis of a review of the experience of decision-making on this problem in different countries, including the development of the integration of ICT into educational programs, into the information educational environment of network interaction of schools and school management based on the use of ICT.

Digital literacy should be developed in relation to the general objectives of education: if the use of ICT is a basic skill, it should be included in the school curriculum. Digital literacy appears to have a beneficial effect on the development of other basic skills and competencies in learners. There is a growing body of national and international evidence of the positive impact of digital technology on overall measurable learning outcomes.

Digital literacy contributes to successful learning: learners gain access to information more easily as the volume of digital repository databases grows, making it easier to access than working with traditional, paper-based learning resources. A component of digital literacy is management information provided to and used by students in their private lives as they enter online communities and work with different networks. On the other hand, integrated and evaluative information becomes part of the skills learned in the classroom when the teacher acts as an expert evaluator of information, showing students the difference between reliable and useless digital resources.

The most important components of digital literacy are common to future computer users and ICT professionals - access, management, assessment, integration, creation and communication of information in individual or collective networking, support for computer technology, web environment for learning, work and leisure ... These skills are directly related to core competencies; hence, digital literacy is as essential as traditional literacy - reading and writing, math skills, and social behavior management. The ratio of the components of digital literacy and basic competencies is shown below.

Access to information is defined as the identification of information sources, as well as mastering the methods of collecting and obtaining information, which is one of the basic components of literacy. The digital environment significantly increases the volume of potential sources of knowledge. Finding information in this environment, however, requires more sophisticated information management skills. When using the Internet, it is not always possible to apply existing traditional organizational or classification schemes to assess the content of a source. For example, books and magazines may be judged on the reputation of their publisher, but most websites have no indication that they are from a reputable, trustworthy institution. Evaluation of information (making judgments about its adequacy, relevance, usefulness, quality, relevance or effectiveness) plays a special role here. The ability to determine the credibility or time of creation of a source of information obtained online requires digital literacy skills that a person can acquire only through training and practical experience. Thus, information management has become an essential part of digital literacy programs, which, in turn, builds on other types of literacy and provides students with the tools to develop them.

Integration- Another skill related to basic competencies. In the case of digital literacy, this skill involves the interpretation and representation of information using ICT tools. The most difficult task is learning how to synthesize, summarize, compare and reveal contradictions in information received from various sources. Integration requires the solution of certain technical problems: often different types of data must be processed simultaneously.

Therefore, the integration process requires both visual and verbal literacy in order to compare and link with each other texts, tables and images. Curricula formed with the embedding of ICT in specific academic disciplines acquire special value in this context and are focused on an interdisciplinary approach.

The creation of new knowledge is a key task of all basic types of literacy. Likewise, the construction of new digital information through adaptation, the use of computer programs, design, invention or the development of copyrighted materials also constitutes the core of digital literacy. ICT proficiency is among the foremost technical skills that can support the creative process. ICTs stimulate the formation of new methods of creativity and genres in science and art.

Finally, communication is an important component of basic literacy that has radically changed in the digital age. ICTs enable information to be transmitted faster and more convincingly to a wider audience than any previous means of communication could provide. Digital literacy can support other types of literacy by providing the most appropriate and convenient communication channel to adapt and provide information in a variety of sociocultural contexts.

In order to develop 21st century skills in students, educators must learn to confidently use ICT and integrate digital literacy with their other professional competencies in life. Young teachers who were born in the digital age can be a good example of such professionals who actively use ICT, but do not necessarily have sufficient literacy to use ICT in the educational process. The digital literacy of educators must include knowledge and skills in educational policy and the ethics of ICT use, and they must keep track of the pace of innovation in digital education. Digital literacy of teachers should include the ability to effectively use ICT in teaching, professional development and organization of educational activities, a variety of sets of skills required in these areas.

DIGITAL LITERACY AS A COMPONENT OF LIFE SKILLS

Timofeeva Natalia Mikhailovna
FSBEI HPE "Smolensk State University"
Candidate of Pedagogical Sciences, Associate Professor

DIGITAL LITERACY AS A COMPONENT OF LIFE SKILLS

Timofeeva Natalia Mikhailovna
Smolensk State University
Ph.D., assistant professor of informatics

Literacy, traditionally defined as the ability to read and write, has now come to accommodate the explosive growth and use of digital devices, resources and services. The concept of “ digital literacy ”, Which has become a basic component of education and scientific and technological progress and is defined as a set of essential life skills. As a tool of information activity, it includes groups of skills that are important for a modern person:

- computer literacy combining user and technical skills in the use of computer technology;

- ICT literacy, which combines the communication component (skills for using services and cultural applications supported and distributed over the Internet), and the information component, which means the ability to find, receive, select, process, transmit and use digital information in the best way.

A characteristic problem of the modern world is that the acquisition of these skills for older people is not always accessible and easy.

Since 2012, at the Smolensk State University on the basis of the Social and Psychological Center, a social department "Wisdom" for the elderly (Institute of the Third Age) has been opened, where the older generation is provided with additional educational services under the "Fundamentals of Computer Literacy" program. The main content sections of this program are:

Basics of working with a personal computer and computer architecture;

Operating system;

Word text editor;

Microsoft PowerPoint editor capabilities;

Techniques for recording information on external media;

Possibilities of the Internet;

The system of state structures.

Within the framework of this program, the following basic digital literacy skills are formed in older people:

1) information use skills:

• understanding the meaning of information in the 21st century;
• knowledge of how to choose a source of information depending on the type of activity and the specifics of the task;
• possession of information retrieval methods;
• the ability to critically evaluate information;

2) relationship skills in the information environment:

• the ability to join the selected community and participate in its life, for example, participation in communities of interest;
• the ability to create accounts on social networks;
• the ability to interact with people living in different parts of the planet, for example, via e-mail, social networks, Skype;

3) proficiency in media language:

• the ability to create correct, clear and consistent information messages, for example, via e-mail;

4) skills in the creative use of ICT:

• the ability to select the necessary content;
• the ability to create simple texts and multimedia presentations using special software tools;

5) skills in ethics in the information environment:

• knowledge of the right to access information and the restrictions associated with it;
• understanding of the obligation to comply with laws regarding copyright, the right to privacy;

6) information security skills:

• knowledge of the need to protect personal information;
• knowledge of the risks of working in computer networks.

The discovery of such gerontological structures is intended to significantly improve the quality of life of older people through their adaptation to new modern conditions.