Digital literacy of a teacher as the basis for creating a single information and educational space

N.V. Svirina, Kemerovo region, city of Polysaevo

INXXIcentury education without information and communication technologies (ICT) is unthinkable. An important role is played by the teacher's digital literacy - a quality that includes: confident use of a personal computer; availability of an e-mail address and exchange with both work colleagues and students; use of e-learning technologies in their teaching activities; a system of tasks for each subject, which students perform electronically; the presence and constant updating by the teacher of his electronic resource for each subject that he teaches; maintaining an electronic log of the results of assignments, which is always available to students; use of cloud and, where possible, mobile technologies.

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

Modern practical skills are a complex system of knowledge, 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 the knowledge-based society, they include the ability to:

Effectively select and apply information systems and ICT devices;

Use open source software in daily 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 abilities required to take advantage of the possibilities of this Internet-based business.

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

Research, develop and improve ICT tools;

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

Consult, implement and install ICT-based applications;

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

The level of media literacy of teachers can vary markedly depending on the availability of opportunities to use the media environment.

The starting level of MIL can be classified as follows:

Elementary level: there are no reading and writing skills, language skills are very poorly developed, as well as basic knowledge in the field of media technologies; limited or complete lack of opportunities for using 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 like a red thread through the concept of new educational standards. "Children's awareness has sharply increased. If earlier the school was the main source of information for the child about the world, man, society, nature, today the media are a significant factor in shaping the children's picture of the world. 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.

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

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

The skills related to information literacy, students can master in any lessons, electives, in circles when performing certain types of tasks.

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

The formation of the above skills related to the information literacy of students will be more successful with a close relationship between the components of the educational process, educational activities and additional education.

In order to meet all the requirements of the modern world, each teacher needs to introduce a software product into the work of the educational institution, which will include:

communication module (website, mail, forum, bulletin board);

electronic schedule;

testing module;

the ability to create collections of electronic resources;

distance learning module;

electronic journals that reflect not only grading, but also attendance records;

module of information control of nutrition of students;

library module;

module of additional educational services.

In addition, all participants in the educational process will receive a unified information exchange environment within the educational institution (bulletin board, school resources catalog, portfolio mechanism, internal e-mail, forum, list of birthdays, etc.), which improves mutual understanding and cooperation, creates an open , comfortable atmosphere.

The advantages of using this information environment and, as a result, creating a single information space in the educational institution are obvious:

Information propaganda of the school activity affects all the main aspects of the school activity and is managed by us.

The self-esteem of the teacher is significantly increased.

The openness of the educational system for parents significantly increases their confidence in the school and the status of the school itself.

The possibility of daily monitoring of the child by the parent in the on-line system increases their responsibility for the upbringing and education of the child.

The creation of a unified information environment makes it possible to analyze, predict, correct the life processes of the school at an accelerated pace. Decision-making time is significantly reduced.

The main results of informatization of the school education system should be:

Improving student learning outcomes

A more complete implementation of the concept of student-centered education

The implementation by teachers of teaching students on the basis of modern pedagogical technologies.

Improving the information and general culture of students and teachers.

Free communication of students and teaching staff on specialized sites on the Internet, using e-mail.

The emergence, consolidation and development of the public need for continuous education, adapting to changes in the socio-economic situation, supported by the resources of the information and educational space.

We are confident that the creation and development of a single information space of an educational institution will contribute to the successful and speedy achievement of these results.

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. It seems that digital literacy has a beneficial effect on the formation of other basic skills and competencies of students. There is a growing body of national and international evidence of the positive impact of digital technologies on overall measured learning outcomes.

Digital literacy promotes learning success: Students can more easily access information as the volume of digital repository databases grows, making it easier to access than traditional, paper-based learning resources. A component of digital literacy is also the managerial information provided to students and used by them in private life when they join online communities and work with various networks. On the other hand, integrated and evaluative information becomes part of the skills learned in the classroom when the teacher acts as an information evaluator, 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, evaluation, integration, creation and communication of information in individual or team work on the network, support for computer technology, web environment for learning, work and leisure . These skills are directly related to core competencies; therefore, digital literacy is just as essential as traditional literacy—reading and writing, math skills, and social behavior management. The ratio of digital literacy components and basic competencies is shown below.

Access to information is defined as the identification of information sources, as well as the development of ways to collect and receive information, which is one of the basic components of literacy. The digital environment greatly increases the volume of potential sources of knowledge. However, finding information in this environment requires more sophisticated information management skills. When using the Internet, it is not always possible to apply existing traditional organizational or classification schemes to evaluate the content of a source. For example, books and magazines may be ranked by the reputation of their publisher, but most websites do not have an 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 presupposes the existence of 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 literacies and provides students with the tools to develop them.

Integration is another skill related to core competencies. In the case of digital literacy, this skill involves interpreting and representing information using ICT tools. The most difficult task is to learn how to synthesize, summarize, compare and identify contradictions in information received from various sources. Integration requires solving certain technical problems: often different types of data must be processed simultaneously.

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

The creation of new knowledge is a key task for all major literacies. Similarly, the construction of new digital information through adaptation, application of computer programs, design, invention or development of copyrighted materials also constitutes the core of digital literacy. Knowledge of ICT is one of the most important technical skills that can support the creative process. ICT stimulate the formation of new creative methods and genres in science and art.

Finally, communication is an important component of core literacies that has changed radically in the digital age. ICT enables faster communication of information and more persuasive presentation 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 students' skills for the 21st century, educators must learn to use ICTs with confidence and integrate digital literacy with their other professional competencies in their lives. Young teachers, born already in the digital age, can be a good example of such professionals who are actively using ICT, but not yet necessarily literate enough to use ICT in the educational process. The digital literacy of educators should include knowledge and skills in education policy and ethics in the use of ICTs, and they should keep up with the pace of innovation in digital education. The digital literacy of teachers should include the ability to effectively use ICT in teaching, professional development and the organization of educational activities, a variety of skill sets required in these areas.

1. Digital literacy serves as a catalyst for development, promotes self-education and the acquisition of other important life and professional skills.

Digital literacy of a teacher combines important groups of skills: computer literacy includes both user and special technical skills in the field of computers, ICT literacy (a set of user skills for using services and cultural offerings), information component (the ability to find optimal solutions, receive, choose, process, transfer, create and use digital information), which is most often used by teachers in their professional activities.

Digital literacy enables the teacher to continue learning remotely, to devote time not only to routine, often monotonous study of the material, but also to independent, more flexible, integrated learning.

2. The assessment of the digital literacy of the teaching staff of our educational institution is at a fairly high level.

I work in MBOU secondary school No. 14 in Pushkino, Moscow region. In close cooperation with the Moscow Regional Library, which is located next to the school and since the opening of the new school was carried out in November 2014, in which all classes are equipped with computers and multimedia boards, which contributes to the successful learning of students.

Learners can more easily access information as the volume of digital repository databases grows, making it easier to compare with traditional, paper-based learning resources. in online communities and work with various networks.

On the other hand, integrated and evaluative information becomes part of the skills learned in the classroom, when the teacher acts as an information evaluator, showing students the difference between reliable and useless digital resources. The most difficult task is to teach students to synthesize, summarize, compare and identify contradictions in information obtained from various sources.

3. Describing the principles of the formation of a new school, we can identify several main vectors of changes in teacher-student relations.

• increasing the independence and responsibility of students for the result of educational activities;
• expanding the range of sources of knowledge and educational information;
• individual work turns into joint activity;
• the educational space expands beyond the classroom;
• the teacher does not and should not know all the answers;
• teacher evaluation is increasingly being replaced by self-esteem of students, their mutual, as well as automated evaluation.
• the traditional tools of educational work are becoming a thing of the past;
• teachers begin to associate their professional growth not with the deepening and expansion of knowledge in the school subject, but with the improvement of general pedagogical skills, knowledge and skills.

4. Factors hindering the development of teacher digital literacy (in comparison).

Advantages: the systematic nature of the impact on students; knowledge of the psychological and pedagogical characteristics of the age groups of students, possession of a wide range of modern forms and methods of teaching; possession of innovative pedagogical technologies.

Flaws: lack of understanding of the diversity of information resources; poor knowledge of information retrieval algorithms; ignorance of the methods of analytical and synthetic processing of information; poor knowledge of the technology of preparation of information products.

effectively use communications, process information, work in a team, use information technology and produce new knowledge.

These skills are rarely taught in schools (Partnership 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 digital literacy formation in the general education system are solved on the basis of a review of the decision-making experience on this issue in different countries, including the development of the integration of ICT into educational programs, into the educational information environment of school networking and school management based on the use of ICT.

Digital literacy as a component of life skills

Modern practical skills are a complex system of knowledge, 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 society based on knowledge, they include the ability to:

effectively select and apply information systems and ICT devices;

use open source software in daily life;

use specialized ICT tools and tools for work;

adapt flexibly to changes in infrastructure and applied ICT tools.

E-Business Professional Skills represent the abilities required to take advantage of the opportunities of this Internet-based activity. Among the most important skills are the following:

management rationalization;

promotion of the most efficient and effective ways of organizing business;

mastering new ways of managing an existing business;

building a new business.

ICT Specialist Skills require a high level of specialized knowledge necessary to:

research, develop and improve ICT tools;

manage, produce, provide marketing and sell ICT tools and services;

consult, implement and install ICT-based applications;

provide work, administration and support, provide services in the application of ICT.

Digital literacy and core competencies

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. It seems that digital literacy has a beneficial effect on the formation of other basic skills and competencies of students. There is a growing body of national and international evidence of the positive impact of digital technologies on overall measured learning outcomes.

Digital literacy contributes to learning success: students gain more access to the information as the volume of databases of digital repositories grows, and this makes it easier to access compared to working with traditional, paper-based learning resources. The digital literacy component

sti is and management information, provided to and used by students in private when they join online communities and work with various networks. On the other side, integrated and evaluation information becomes part of the skills learned in the classroom when the teacher acts as an expert in evaluating 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, evaluation, integration, creation and communication exchange of information in individual or collective work on the network, support for computer technology, a web environment for learning, work and leisure. These skills are directly related to core competencies; therefore, digital literacy is as vital as traditional literacy

– reading and writing, math skills and managing social behavior. The ratio of digital literacy components and basic competencies is shown below.

Access to the information is defined as the identification of information sources, as well as the development of ways to collect and receive information, which is one of the basic components of literacy. The digital environment greatly increases the volume of potential sources of knowledge. However, searching for information in this environment requires more sophisticated skills in information management. When using the Internet, it is not always possible to apply existing traditional organizational or classification schemes to evaluate the content of a source. For example, books and magazines may be ranked by the reputation of their publisher, but most websites do not have an 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 presupposes the existence of 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 literacies and provides students with the tools to develop them.

Integration is another skill associated with core competencies. In the case of digital literacy, this skill involves interpreting and representing information using ICT tools. The most difficult task is to learn how to synthesize, summarize, compare and identify contradictions in information received from various sources. Integration requires solving certain technical problems: often different types of data must be processed simultaneously. Therefore, the integration process requires both visual and verbal literacy to match and link texts, tables and images to each other. Curricula formed with the integration of ICT into specific academic disciplines acquire special value in this context and are oriented towards an interdisciplinary approach.

The creation of new knowledge is a key task for all major literacies. Similarly, the construction of new digital information through adaptation, application of computer programs, design, invention or development of copyrighted materials also constitutes the core of digital literacy. Knowledge of ICT is one of the most important technical skills that can support the creative process. ICT stimulate the formation of new creative methods and genres in science and art.

Finally, communication is an important component of core literacies that has changed radically in the digital age. ICT enables faster communication of information and more persuasive presentation 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 students' skills for the 21st century, educators must learn to use ICTs with confidence and integrate digital literacy with their other professional competencies in their lives. Young teachers, born already in the digital age, can be a good example of such professionals who actively use ICT, but do not yet necessarily have sufficient

Media and information literacy in the context of the development of digital technologies

literacy for the use of ICT in the educational process. The digital literacy of educators should include knowledge and skills in education policy and ethics in the use of ICTs, and they should keep up with the pace of innovation in digital education. The digital literacy of teachers should include the ability to effectively use ICT in teaching, professional development and the organization of educational activities, a variety of skill sets required in these areas.

Strategic approaches to digital literacy in education

In many countries, education policy takes into account the need to develop digital literacy, but initially the emphasis was on building and improving infrastructure, rather than training and motivating teachers to use it effectively. Thus, revolution in digital education comes only decades after the computerization boom in the 1980s. By the end of the 20th century, ICT was included in the standards in most developed countries and was widely used for teaching, learning, accessing data, managing and communicating with schools. Computers have become catalysts for innovative processes in education.

The 2009 UNESCO Annual Report “The Policies of the Information Society” reflects the main challenge facing education policy makers: the widening digital divide or the underdevelopment of digital literacy in developing countries. Increasingly, digital literacy is becoming a national priority for developing countries. The main reference points for assessing educational outcomes are almost always associated with ICT-based educational activities, and ICT-assisted learning methods are gaining ground. For example, the contribution of digital literacy to general literacy (ability to read) and lifelong learning skills is undeniable. However, some researchers emphasize the importance of reading and writing with the support of a computer, while others see the "costs" of digital texts, which, in their opinion, become an obstacle to reading books. But in the field of lifelong learning, the role of e-reading is great, as it provides access to the widest adult audience to numerous sources.

Education Management and Digital Literacy

Education authorities should create favorable conditions for the integration of ICT in key areas of school culture:

Management and vision: Acquisition of skills in planning and developing ICT strategies, suitable infrastructure and staff training.

Learning and teaching: Formation of motivation, skills and competencies necessary for the successful implementation of the ICT strategy in the school curriculum.

Productivity and professional practice:The quality of learning depends on the implementation of the ICT strategy.

Support, management and activities: The quality of the implementation of the ICT strategy in the school and the provision of technical, professional and moral support to staff.

Evaluation: Evaluation of the quality of the educational process and the role of ICT strategy in school culture.

Social, ethical and legal aspects:The quality of an ICT strategy affects the rights of individuals and groups – issues that are regulated at the legal level or decided individually by school management and staff.

The development of digital literacy strategies can be accelerated by developing these skill clusters.

Digital literacy assessment

Digital tools are most suitable for assessing digital literacy, the most common is an electronic or digital portfolio - a collection of electronic certificates,

swear words and user-defined, usually using the Web. Each e-certificate may include e-text, image files, multimedia, blog data

And a platform for self-expression and, if hosted online, they can be dynamically managed over time. Some digital portfolios have settings that allow you to vary the degree of audience access, so that they can be used for different purposes. There are three main types of e-portfolios, although they can be used in other contexts:

development-oriented (for example, working);

reflective (for example, educational);

presentational (for example, a package of work samples).

A growth portfolio is a record of what the author has done over a period of time and can be structured in relation to the user's results. A reflective portfolio includes personal reflections on the content and an assessment of what it means for the development of the portfolio owner. The presentation portfolio shows the achievements of the owner in terms of a particular work or in relation to the goals set, therefore, it is compiled selectively. When it is used for a job application, it may be referred to as a "career portfolio". The three main types can be combined to achieve specific educational, personal or business goals; The owner of an electronic portfolio usually determines the level of access to it.

A more flexible tool for accessing digital literacy "in action" is a computer at work, or a computer in online testing. In 2006, the Organization for Economic Co-operation and Development Program for International Student Assessment (PISA) applied computer-based assessment methods in a special scientific study (CBAS). The results showed that online assessment is an equivalent alternative to "paper" methods. However, its results are much easier to analyze, and the data of the analysis are delivered to teachers and leaders of the education system faster.

Toward the creation of new dimensions of digital literacy

The content and forms of the development of digital literacy in the 21st century should differ from those that existed before, computer users, the children of the “network generation” of the 1980s, are entering the scene. In the interests of children whose parents were born in the digital age, the priorities in the development of ICT skills should be reconsidered. Models and attitudes of the twentieth century describe basic computer skills that have already become the daily activities of many people, new tasks are emerging. Digital literacy training also prepares for the new challenges of the 21st century: the use of social networks, the creation of an ecosystem of participation in interaction that encourages cooperation in knowledge building and creativity. These concepts should be at the center of the discussion about the digital literacy of the future. Digital literacy can only stimulate creative expression if education embraces the wide range of creative options that ICTs offer.

Children and youth of the digital age need a new developmental model based on the use of ICT to form a visual language of learning that is natural for a generation that grows up with ICT in the first place; this prompts us to reconsider traditional ideas about the artistic development of children and youth. Similarly, learning music or design leads to new, creative digital literacies. Creativity, as a core component of digital literacy, is likely to become the main feature of ICT use in the 21st century, just as information consumption has defined the last decades of the 20th century. If digital literacy includes the development of creativity, then educational methods will have to change.

The impact of social media on how we learn in and out of school may also shed new light on the content of digital literacy. The forms in which Web 2.0 is used—whether blogs, wikis, social networking sites, microblogs, or social links—have an increasing impact on the way we build and acquire knowledge. The influence of these channels of information on our lives has been widely reported, but even today these tools are still rarely used in the education system.

Media and information literacy in the context of the development of digital technologies

3.2. Media Literacy and the New Humanism

Mindfulness and the New Humanism

Living in the digital age, surrounded by ICT, it is important to develop a conscious perception of technological progress. In order to make informed decisions, he must consider the positive and negative consequences of any change and understand that progress is only one of several options when choosing technological alternatives. The successful development of ICT and media technologies will depend on our ability to make informed decisions, anticipating their potential impact. The global communications society has great potential, but it also carries certain risks. This potential can be realized in the interests of society, subject to the continuous strengthening of the consciousness and responsibility of each person and society as a whole. This awareness should be of a humanistic nature, be media-oriented and contribute to the implementation of the principles of new humanism:

the human personality should be at the center of media civilization, the new world of telecommunications;

critical attitude to the hyper-technological environment and the ability to make a conscious choice between the need for change and immutability;

creating favorable conditions for individual freedom within the framework of communications that can cause addiction and other forms of intellectual enslavement;

respect for the diversity of cultures and promotion of the development of the media environment in the interests of consolidating a new culture of harmonious peace;

revival of the classical concept a cosmopolitan citizen who is interested in maintaining contacts with other peoples and who has a clear understanding of his rights and obligations.

The simplicity and global nature of modern communications are the conditions necessary for studying other cultures and the ability to broadcast the features of one's own culture. Media should help facilitate understanding between different peoples, organizations and communities, and people should be able to criticize and destroy their own prejudices and stereotypes that hinder intercultural dialogue. Achieving this goal will require systematic efforts in the field of education (media education), as well as a systematic transformation of thinking and the formation of a conscious approach (media literacy), which implies a conscious independence of judgment and the ability to think impartially and make reasoned decisions based on the realization of the right to access information and information openness, free expression of opinions and transfer of information, freedom of creativity and interaction with their own kind, use of all available means of information exchange and respect for the diversity of cultures.

New value system

The first place in the new value system, based on media and information literacy, is the protection of individual freedom. The second most important is constructive open dialogue: the ability of organized and unorganized groups of people to generate high-quality information, critically evaluate this information and manage decision-making. Next comes the notion of individual and collective creativity, creativity as the primary method of solving problems, innovating and achieving social and economic progress. Next in the series of values ​​is the idea of ​​active, communicative democracy, on which democracy in politics is based. Without freedom of expression and search for information in a democratic way, without real equality in the opportunity to participate in the life of society and exchange opinions, the democratic exercise of power is impossible. Finally, an important factor in the system of values ​​associated with media literacy is the acceptance of cultural diversity and readiness for intercultural dialogue that promotes mutual understanding and painstakingly building common values.

Variety of media contexts

Personal media context is manifested in the course of a person's daily interaction with the media. Thus, a person acquires knowledge and forms his own individual attitude, or develops his knowledge and attitudes acquired earlier.

The context of the family has a daily impact on children's media consumption patterns. The family from an early age forms the inclinations of children's media literacy. Within the family, activities related to the acquisition of media skills may be planned, but they are usually of a controlling, teaching or even regulatory nature, but not of a systematic educational nature.

The educational media context is implemented within the framework of formalized media education, in which teachers provide training using media and teaching the use of media.

The actual media context is of a public nature and covers the media, the public, professionals and institutions or companies. All of them can be used to develop new aspects of media literacy and stimulate new activities in the media environment.

Finally, by civic context, we mean the context associated with civic position, public and political sphere.

All contexts interact with each other. The personal context is closely related to the family media context and to the educational media context. The media context influences all other media contexts, while the civilization context includes all others.

New media education strategy

The most significant development in recent years in the promotion of media literacy has been the massive, active involvement of new participants, which has led to a number of changes:

Gradual introduction of media education and media literacy into state educational programs.

Promoting educational activities aimed at developing media literacy, both in schools and in cultural and youth centers.

Increased attention from parents to the media education of children.

Strengthening the involvement of legislators in the protection of minors and the prevention of risks when using media devices.

Growing attention of non-governmental organizations and associations working with children to the issues of media education.

Expanding the participation of the media industry in media education.

Incorporate elements related to digital and media literacy into professional training.

Official recognition of the importance of skills and abilities in the field of media in all areas of professional activity.

Awareness of the importance of the formation of media literacy among citizens for the stable development of society.

Recognition of the fact that in a globalized world the success of intercultural exchange and education for peace depends largely on the level of media education and media literacy.

The main trends of the movement aimed at developing media literacy can be summarized as follows:

Creation of practical conceptual bases of media literacy.

Updating educational programs taking into account media education and its implementation in current educational reforms as a key target skill. This implies the preparation of specific media education programs, a change in educational strategies, an introduction to

the operation of new systems for assessing these skills and the emphasis on the role of teachers. Except

Media and information literacy in the context of the development of digital technologies

In addition, new strategies are emerging to promote information literacy as part of lifelong learning.

Media literacy is becoming a key element in modern civil society, an integral part of global society. Thus, media literacy is seen as a right and duty of all citizens. Promoting the development of an active, healthy society, in which cultural communication plays an important role in the framework of a new culture aimed at strengthening peace, depends largely on the level of media literacy.

Conceptual foundations of media literacy

The concept of media literacy covers three main areas:

Ability for critical thinking and creativity;

Ability to solve problems;

Ability to creative activity and communication. Ability to think critically and be creative

viewed as a way of using intellectual abilities to analyze and evaluate information, as well as create

new concepts, new ideas, arguments and hypotheses. Critical thinking contributes to the development of models for understanding the world around us, the environment and patterns of action. Media literacy is designed to form new concepts, rules and skills to help people use the information disseminated by the media correctly. Thus, media literacy facilitates the following tasks: finding and accessing the highest quality information resources using reliable sources containing diverse information; verification of the reliability and value of the source; evaluation of information using strict criteria; coordinating data with a certain situation and perceiving information in accordance with the source from which it appeared and spread, which, in turn, implies knowledge of the characteristics of the media environment, its informative facet, as well as the ideological and cultural orientations that it contributes to, and, finally, the synthesis of new information with previously available.

Problem solving abilities are another aspect of media literacy. Media literacy should be a guarantee that media tools and their use by citizens will contribute to effective problem solving. There are many areas in which problem solving methods involve the use of media, such as intercultural or political conflicts, the fight against stereotypes and prejudices, the introduction of information and communication technologies in education and public life, the creation of communities and networks, the participation of citizens in political dialogue, preservation of cultural identity, privacy and protection of personal information, control of institutions of power, transparency of market processes and consumption, the right to freedom of expression and access to information, political debate and much more.

The ability for creative activity and communication includes the following skills:

Practical skills covering the full set of technical skills required to use technology and media.

Ability for creativity, originality and innovation in creative activity.

Communication skills cover social skills, the ability to interact, the ability to assess the relevance of certain messages to certain recipients and respond based on the interlocutor's answers.

Semiotic and cultural skills are manifested in the ability to act using the peculiarities of the language of communication and cultural traditions.

Media education and its new goals

Critical thinking skills, creative and communication skills are usually inherent in individuals, however, media education affects all processes in which the media are involved. Thus, we separate the activities in the field of media education that can be carried out in a school setting from activities carried out in free time or within a social context. In relation to educational activities, the issue of teacher training is extremely important, and in the field of extracurricular activities, for the development of competencies necessary for “living in the media environment”, access to it is decisive. On the other hand, within the framework of media education, we also consider the family media environment, since it is in the family that children and young people acquire their first media skills.

Today, media literacy is recognized as a necessary skill. Without media literacy training, the development of the information society will come to a standstill. It is also important for the development of civil society. A global society needs citizens with relevant global and democratic convictions. Without media literacy, a new civil society will remain an elusive goal. Thus, global civil society is a universal synonym for media literacy.

In addition, the values ​​associated with literacy are combined with some of the values ​​of the past, but in a new context. This is no longer a question of such values ​​as the right to vote in state power elections, but a question of participation in the global decision-making process on a planetary scale. It is not just a matter of encouraging national patriotism, but a sense of global citizenship that is inherent in cosmopolitan patriotism. This is no longer just a question of the dignity of an individual citizen, but of the dignity of humanity as a whole. Media literacy therefore conditions the cultivation of new values.

The following aspects come to the fore: a) the ability to listen, understand and carry on a conversation; b) tolerance; c) respect for diversity; d) ethics. Undoubtedly, these values, placed within the framework of the idea of ​​global citizenship, are the values ​​that are associated with the formation of media literacy.

Importance of intercultural dialogue

Intercultural dialogue itself is critical to the survival and sustainable development of our planet. The UN and UNESCO initiatives in the field of intercultural dialogue and media literacy are based on the recognition that media literacy and global education can contribute to mutual understanding between cultures and civilizations. At present, the means of communication are actively shaping the opinions of members of the human community about themselves and about others. They also represent a communication bridge between communities and groups, especially in the context of the massive dissemination of ICTs. Thus, they can contribute to the creation of conflicts and disagreements, or, conversely, promote dialogue and mutual understanding. If citizens improve their media skills, they will be able to put forward media demands - to provide information that is consistent with the development of peaceful and harmonious international relations. However, if this requirement is not met, there will be a risk of slipping towards populism and sectarianism. On the other hand, if people improve their communication skills, their ability to express themselves on a global scale will promote respect for diversity, as well as the perception of their peers as equal interlocutors.

Modern global problems require immediate attention and urgent action in order to ensure peaceful coexistence, harmony and interaction between people of different cultural traditions through intercultural dialogue. In this context, when it comes to promoting a broad-based international dialogue, communications have a strategic role to play, provided they are given independence and freedom of action. The media influence the formation of attitudes towards other cultures and religions and, therefore, they have a unique responsibility for promoting tolerance in the world.

Media and information literacy in the context of the development of digital technologies

Media literacy is facing new goals and new challenges. The main goal is to create a peaceful society, which is a comfortable habitat for all its members. The creation of a global identity must be harmonized with the ideas of cultural diversity. Therefore, in order to create a true knowledge society, special attention must be paid to the harmonization of all these aspects. Media literacy of citizens of the global information society can contribute to the promotion of these values.

Tasks of intercultural dialogue

Consider the potential contribution of media literacy to building a peaceful and harmonious global society. The action program should be based on the following principles:

Bridging the gap between digital technologies and cognitive skills – equal access and opportunity to participate in the global public sphere is essential. However, it is now more important to focus not on the availability of technology, but on the balance of cognitive skills required to use these technologies.

Fostering international collaboration: Efforts to bridge the digital divide must be accompanied by enhanced promotion of creativity, communication and collaboration across global communication networks.

In the current situation, it is necessary to make efforts to create systematic international cooperation with the subsequent exchange of resources and experience.

Global education is not just the achievement of global recognition of media literacy, but the corresponding actions within the framework of developed international cooperation strategies. The education system, which is still overly dependent on the national context, must become a bridge between countries and peoples. This will require changing the outdated model of education in which learners were passive recipients of knowledge.

Education must be open to global interactions. Educational programs should be the fruit of cooperation and communication between peoples. Modern technologies will contribute to the realization of this vision, and it is global media literacy that can help achieve this goal.

Becoming a Global Public Sphere: Internationalism and recognition of cultural diversity is possible if citizens are interested in everything that happens in the world and they are aware of the global dimensions of the world's problems. Only a media-oriented public sphere, which sets the direction of human activity, can contribute to the emergence of a new type of civil society. This requires deep reforms in the organization of existing communication networks and information flows. It is also true that these reforms can only be implemented through the promotion of global cooperation.

Spreading the communication value system: A new global media literacy will require a new balance between the values ​​associated with communications and a new ethical system that implies global responsibility. Thus, the new media literacy should be based on the following principles:

ο Balance between freedom of expression and access to information and the right to information and openness.

ο Balance between the various dominant communication streams in the development of content and technology. This linguistic, cultural and geographical balance will require new rules, respect for cultural diversity and the creation of new bridges for intercultural cooperation.

ο Balance between intellectual and material values, between private and group or public interests. The new global public sphere must be based on the harmonious interaction of all components.

Building a culture of peace and peaceful understanding between individuals and communities

should become the highest value of media literacy, this means accepting a key principle: it is impossible to determine who is right if there is no dialogue, and there can be no peace without freedom and justice.

The challenges of the 21st century place information professionals, teachers, politicians, scientists, government officials, the high-tech industry, the media and civil society on a par. The global objectives of media literacy are perceived as part of global education. This is reflected in the leading role of media literacy in the world of global communications and understanding how to use the potential of ICT to improve the world. However, the goals set cannot be achieved unless the need to be guided by the values ​​and practices of the new humanism is recognized.

Required and optional curricula

The trends described above give impetus to new approaches to teacher training and retraining. The use of computers and global networks, as well as knowledge of the tools for working with them, require more knowledge and their constant updating. Society must be constantly predisposed to learning and developing the skills to function in a new technological environment, without specifically allocating time or space for this. On the other hand, given the difficulty of mastering a new technological environment, it becomes clear that without alignment with the education system, attempts to achieve the competence we strive for will be futile. With regard to new technologies, especially ICT, society cannot miss the opportunity to learn and teach. It should use every opportunity for learning and almost every method developed for mastering media skills. Most of this training is not built into the required programs and is indirect.

Children and youth, older generation of media users mainly acquire media skills on their own, without a clear curriculum, in a practical, inductive way, and perhaps consult with peers or repeat the actions of others. Very rarely do they get their knowledge from manuals or manuals. It happens as a spontaneous, natural phenomenon, without a well-defined curriculum. The media literacy movement has two main goals:

build clear, manageable and pre-calculated curricula;

define, identify and analyze required and optional curricula. These goals can be achieved in two ways. The first is to conduct a broad campaign

on education reform, in which media education will rightfully take an important place. The second path is community activism that puts media literacy at the forefront of social progress.

Changes in education

The new technological and cultural environment of the 21st century poses new challenges: “In order to keep up with the ICT revolution and keep up with the pace of scientific and technological progress in the coming years, education and training systems need to be fundamentally overhauled. We need new ways of interacting between work and learning, instead of the old relationship between work and leisure, that enable a person to develop their qualifications and competences, keeping pace with the continuous evolution of skills requirements, of which the use of ICT is an integral part” (Delors et al., 1996).

In recent years, media literacy has been at the heart of this revision.

The information society requires new methods of processing and receiving information, which will be discovered with the help of the so-called collective intelligence and communicative society, and new languages ​​that will appear as a result of the interaction of technology and communication.

These processes are observed in a philosophical context that focuses on new values ​​such as communication networks, global cooperation, the introduction of rules through dialogue, consensus and negotiations.

All of these changes can occur with a simultaneous profound cultural shift.

DIGITAL LITERACY AS A COMPONENT OF LIFE SKILLS

Timofeeva Natalya Mikhailovna
FGBOU VPO "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 taken into account the rapid growth in the spread and use of digital devices, resources and services. The concept " 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 which combines 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 via the Internet), and the information component, which means the ability to optimally find, receive, select, process, transmit and use digital information.

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 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 additional educational services are provided to older people under the program "Fundamentals of Computer Literacy". The main content sections of this program are:

Fundamentals of working with a personal computer and computer architecture;

Operating system;

Word text editor;

Features of the Microsoft PowerPoint editor;

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;
• knowing how to choose a source of information depending on the type of activity and the specifics of the task;
• possession of information search methods;
• the ability to critically evaluate information;

2) skills of relations in the information environment:

• the ability to join the chosen community and participate in its life, for example, participation in communities of interest;
• ability to create accounts in social networks;
• the ability to interact with people living in different parts of the world, for example, via email, social networks, Skype;

3) media language proficiency:

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

4) 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 the field of 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) security skills in the information environment:

• 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 by adapting them to new modern conditions.