Digital literacy as a component of life skills. Levels of digital (information) literacy. What role does digital literacy play for students in primary school? What significance does it have for a primary school teacher? Analysts assessed the level digitally
Russians are well-versed in the media space, but they are poorly versed in gadgets and careless when it comes to cybersecurity issues. NAFI experts came to this conclusion when analyzing the digital literacy of the country’s residents.
The digital literacy index of Russians is 52 percentage points (pp. maximum value- 100), experts from the Analytical Center of the National Agency for Financial Research (NAFI) found out.
By digital literacy, analysts understand a basic set of knowledge and skills that allows a person to effectively work, communicate and obtain 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, and then 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 was 65 percentage points. out of 100 possible. The majority of Russians (72%) are aware that the media they choose do not always present information reliably. People with higher education and people aged 18 to 34 doubt the veracity of media reports the most.
Russians demonstrate less developed competencies in the area of information literacy (54 p.p.). By this concept, researchers mean the ability to search for information in various sources, compare it and draw conclusions based on this comparison. Thus, 74% of respondents prefer to search for the necessary information on various Internet resources, and 81% say that they do this with ease. At the same time, 45% of respondents do not think about the fact that some of the information received on the Internet may be harmful.
Analysts estimated the attitude towards technological innovation at 47 percentage points. 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 communication literacy at 46 percentage points. This indicator reflects the ability to analyze the position of another person speaking on the Internet, as well as experience using instant messengers and social networks for communication. The majority of Russians (75%) are fluent in using modern means communications, while 76% of respondents are confident that the same communication standards that are used in everyday life should be maintained in the online space.
In computer literacy there is a similar index (46 percentage points). The main signs of a person who is computer literate are an understanding of the technical components of a computer and ease of use of the device, regardless of the platform. According to analysts, 78% of users in Russia consider working on a computer to be uncomplicated. Only 59% of Russians can evaluate specifications computer. 75% of Russians use a computer to solve everyday problems - for work, study or leisure and entertainment.
Digital frivolity
Russians tend to be frivolous in the area 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 site owners, service providers or the state. Only a third of respondents do backups own data (35%). Every fifth Russian makes payments through 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.
When receiving a letter from a friend with a virus, 56% of respondents will not open the letter and will inform the sender that his computer is infected with a virus. The remaining 44% will behave incorrectly: either they will send a message with a virus back to the recipient, or, after opening the letter, they will restart the computer in the hope that the virus will disappear.
Digital literacy as a component of life skills. Levels of digital (information) literacy. The role of students’ digital literacy in the practice of additional education.
The concept of “digital literacy” as a tool information activities went 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 as a citizen of the information society and a consumer of electronic services. Digital literacy is a framework concept that brings together important groups of skills.Computer literacyIncludes both user and technical skills in computers. Information literacy is the ability to formulate information needs, request, search, select, evaluate and interpret information, in whatever form it is presented. There are two very important points in this definition:
1. Ability to formulate information needs. In the language of modern pedagogical methods, this is called determining the boundary of knowledge/ignorance. This is not yet a formulation of the request, but only an understanding that it is at this stage that new information is needed.
2. Ability to interpret information. Not just take notes and assimilate the material, but draw your own conclusions from it, clearly formulate the semantic results of the search and present them in the form of a new information product.
We can say that information literacy is a “technology” of learning. It consists of a person’s ability to:
· realize the personal need for information to solve a particular problem;
· develop a search strategy, putting significant issues;
· find information relevant to this topic;
· evaluate the relevance of the information found, sort, organize, analyze it;
· evaluate the quality of information, accuracy, authority and reliability;
· form your own attitude to this information;
· present to the audience or to oneself one’s point of view, new knowledge and understanding, or a solution to a problem;
· realize that the use of information literacy skills in the process of solving a problem (or educational task) can be extended to all areas of a person’s life.
These skills are defined by the concept of “information literacy,” so we can take them as indicators. Moreover, each of these indicators can be distinguished into high, medium and low levels of development. This kind of typology gives an idea of a differentiated approach to the development of information literacy, when, in the presence of high levels of contact or creative indicators, an average or even low level of information and evaluation indicators is possible. If we talk about the levels of a perceptual indicator, then for many people, even if one indicator is clearly expressed, the rest may appear in an undeveloped, “collapsed” state. One thing is certain: without a developed ability to analyze and evaluate texts and use them to solve any problems, it is impossible to talk about a high level of human information literacy. Practical skills to create texts alone cannot make an individual information literate.
Levels of content indicators of individual information literacy:
1. High level: awareness of the significance of information for solving a problem; developing an information search strategy; ability to independently find information; evaluate, analyze, sort information; form your own attitude towards this information; the ability to present one’s own point of view to an audience; ability to process information software.
2. Average level: cannot fully understand the significance of information for solving any problem; develop an information search strategy; find information using clues, with partial help from the teacher; do not quite know how to evaluate, analyze, sort information and form their own attitude towards this information; have difficulty presenting their own point of view to an audience; It is difficult to process information using software.
3. Low level: does not realize the importance of information for solving any problem; cannot develop an information search strategy; find information only by detailed instructions teachers; do not know how to evaluate, analyze, sort information and form their own attitude towards this information; have difficulty presenting their own point of view to an audience; process information using software using detailed instruction cards.
Today, additional education for children is considered as the most important component of the educational space; it is socially in demand and needs constant attention and support from society and the state as an education that combines upbringing, training and development of the child’s personality. Additional education, based on its originality, organically combines various types of organization of meaningful leisure. Information technologies are in demand and relevant here too. Let’s consider their application in various areas of additional education.
Use of IT in technical areas:
Using IT in a technical direction in modern world you won't surprise anyone. This is the norm. And therefore we will not dwell on this direction in detail. In this regard, the age of students studying in associations has become younger. Now a teacher of additional education, he attends courses in robotics. The Palace's plans include writing a separate program for this course and active implementation of this circle into the system. Work is being carried out in quantity computer programs (Adobe Photoshop, Microsoft Office Publisher, Adobe InDesign).
I would like to draw attention to how IT can be used in areas that, at first glance, are far from technology and science.
Use of IT in artistic direction:
Modern music education is showing increasing interest in computer technology. Musical informatics, which uses computer tools to master the necessary knowledge, skills and abilities, is widely practiced in music education Western countries. The area of her attention is mainly teaching in subjects of musical theoretical and historical cycles, as well as solving some educational problems related to performing and composing activities. These include: computer-assisted learning, entertainment-based learning, interactive multimedia technology, the Internet.
Computer programs are also used in teaching how to play instruments, in developing an ear for music, in listening to musical works, in selecting melodies, in arranging, improvising, typing and editing music text. Computer programs make it possible to determine the range of an instrument, the performer’s fluency in passages, the execution of strokes and dynamic shades, articulation, etc. In addition, the computer allows you to learn pieces with an “orchestra”. Computer programs allow for musical and auditory analysis of melodies (themes) of works in the course of music history. For many musical disciplines, the computer is a valuable source of bibliographic and encyclopedic information.
In theoretical music lessons it is simply impossible to do without presentations. Teachers working in vocal and theater studios also actively use IT in their work. Programs such as Finale - a program for typing and layout of musical text, Band-in-a-Box, Cakework - programs for creating backing tracks, SoundForge - a program for processing musical fragments (changing format, trimming), TimeFactory - a program for changing key and tempo - have become an integral part of the work of a vocal studio.
Use of IT in physical education and sports:
At first it seems that it is impossible to use IT in a physical education lesson, because physical education is, first of all, movement. However, practice shows that the use of IT is appropriate here too. Here are some examples:
Text documents – applications, reports, regulations on competitions, printing of certificates. In parallel with text documents You can create a database based on the performance of school teams at sports competitions.
Using Multimedia: Activities physical culture include a large amount of theoretical material, for which a minimum number of hours is allocated, so the use of electronic presentations can effectively solve this problem. With the help of a presentation, you can demonstrate the technique of performing the movements being learned, historical documents and events, biographies of athletes, and coverage of various theoretical issues.
Using testing computer programs. Tests can be used at any stage of learning.
Using game video recordings for analysis.
ICT can be successfully used in extracurricular activities: various presentations, videos, making sports-themed slide shows to popularize sports.
Use of IT in the work of applied circles:
A knitting circle, an art studio, artistic design, bead embroidery, and modeling clothes for dolls also cannot do without IT. This creating a slideshow, presentations, video master classes. In a regular lesson, having started a film, the teacher can, as it were, “split into two.” On the screen he explains the operation, in the classroom he practically helps the child who is having difficulties. The same film can help the child make up for missed material.
Use of IT in military-patriotic direction:
In military-patriotic circles, teachers actively use various, including online, training programs. These include driving simulators; This is traffic rules in real time; These are different types of tests; This is watching various types of films in the areas of military applied skills.
The results of the use of ICT in additional education are the comprehensive development of students, the organization of the learning process at a higher methodological level, and increased efficiency and quality of additional education. Application of modern technical means training allows you to achieve the desired result. The use of modern information technologies in the classroom makes learning bright, memorable, interesting for students of any age, and forms an emotionally positive attitude towards the subject being studied. The widespread use of computers makes learning more visual, understandable and memorable.
So, we come to the conclusion that information literacy of an individual is the totality of his motives, knowledge, skills, abilities that contribute to the selection, use, creation, critical analysis, evaluation and transmission of information messages, texts (in various types, forms and genres), analysis of complex processes of functioning of information flows. For a person living in the digital age, surrounded by ICT, it is important to develop a conscious perception of technological progress. To make informed decisions, he must consider the positive and negative consequences of any change and understand that when choosing technological alternatives, progress is only one of several possible options. 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 carries enormous potential, but also poses 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.
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 for information activities has gone beyond the ability to only use a computer and has begun 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 as a citizen of the information society and a consumer of electronic services.
Digital literacy is a framework concept that combines important groups of skills:
computer literacy includes both user and 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 optimally find, receive, select, process, transmit, 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-learning skills, adult participation in lifelong learning. The high value of these key skills undoubtedly requires the continuous development of citizens' digital literacy. There are other indicators that include ICT skills. For example, international educational mobility of university students becomes possible due to the ability to continue their studies remotely. Professional development of teachers and teachers is another key indicator, which is achieved through the use of e-learning and distance courses that form new methodological skills, subsequently used in teaching practice. These examples show the importance of digital literacy in achieving the goals of the information society. Digital literacy is an important life skill that impacts all areas modern life And professional activity.
For seven out of sixteen indicators of the development of the information society, digital literacy plays a central role. In the last century, the shift from the production of goods to the provision of services has led to the construction of an economy based on information and knowledge. Computers replace workers in performing routine physical and mental tasks, but they also complement creative, research, and intellectual work. Modern organizations and companies are faced with the challenge of restructuring the work process, which means the emergence of distributed organizational structures, decentralization of decision-making, greater information sharing, flexible work hours and collaboration within the project team. Companies implementing such changes in organizational structures and business practices require new skills, especially in the field of ICT, new workplace organization using communications, information sharing and computer modeling production processes. The percentage of routine mental and physical tasks in the economy is decreasing, while the percentage of non-routine analytical and interactive tasks is increasing. The resulting new personnel policy requires employees to be able to flexibly respond to complex problems, effectively use communications, process information, work in a team, use information Technology and produce new knowledge.
These skills are rarely taught in school (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 professional development of teachers and teachers. Issues of developing digital literacy in the general education system are resolved on the basis of a review of decision-making experience on this issue in different countries, including the development of ICT integration into educational programs, into the information educational environment of network interaction between schools and school management based on the use of ICT.
Digital literacy should be developed in relation to the overall 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 students' development of other basic skills and competencies. There is a growing body of national and international evidence of the positive impact of digital technologies on overall measurable learning outcomes.
Digital literacy promotes learning success by allowing students to access information more easily as digital repository databases grow, making access easier 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 join online communities and interact with various networks. On the other hand, integrated and evaluative information becomes part of the skills taught in the classroom when the teacher acts as an information evaluator, showing students the differences 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, 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 social behavior management. The relationship between digital literacy components and core competencies is shown below.
Access to information is defined as the identification of information sources, as well as the development of methods for 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. However, searching for 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 judged by the reputation of their publisher, but most websites have no indication that they are from a reputable, trustworthy institution. Evaluating information (making judgments about its adequacy, relevance, usefulness, quality, relevance or effectiveness) plays a special role here. The ability to determine the authority or timing of a source of information obtained online requires digital literacy skills that can only be acquired 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– another skill related to basic competencies. In the case of digital literacy, this skill involves interpreting and representing information using ICT tools. The most difficult task is to learn to synthesize, summarize, compare and identify contradictions in information received from a variety of sources. Integration requires solving certain technical problems: often different types data must be processed simultaneously.
Therefore, the integration process requires both visual and verbal literacy to compare and link texts, tables and images. Learning programs, formed with the integration of ICT into specific academic disciplines, acquire special value in this context and are oriented toward an interdisciplinary approach.
Creating new knowledge is a key task of all major literacies. Similarly, the construction of new digital information through adaptation, application of computer programs, design, invention or development of copyrighted materials also forms the core of digital literacy. ICT proficiency is among the primary technical skills that can support the creative process. ICTs 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. ICTs enable information to be transferred more quickly and presented more persuasively to a wider audience than any previous means of communication could provide. Digital literacy can support other types of literacies 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 adequate XXI century, educators must learn to confidently use ICT and integrate digital literacy with their other professional competencies in life. Young teachers born in digital era, I can be good example such specialists who actively use ICT, but do not yet necessarily have sufficient literacy to use ICT in educational process. Teachers' digital literacy must include knowledge and skills in educational policy and ICT ethics, and they must keep up with the pace of innovation in digital education. Teacher digital literacy should include the ability to effectively use ICT in teaching, professional development and organization educational activities, the diverse sets of skills required in these areas.
DOI: 10.12731/2218-7405-2017-6-2-35-38
ON THE ISSUE OF DIGITAL LITERACY
Berman N.D.
ORCID: 0000-0002-3 573-048Х, Pacific State University, Khabarovsk, Russian Federation
The article discusses the concept of “digital literacy”. A distinction is made between computer and digital literacy. The structural components of digital literacy are determined.
Keywords: information; digital technologies; digital literacy; computer literacy; digital competencies; digital security; digital consumption; information Technology.
THE QUESTION OF DIGITAL LITERACY Berman N.D.
ORCID: 0000-0002-3573-048X, Pacific National University, Khabarovsk, Russian Federation
This article deals with the concept of "digital literacy". A distinction is made between computer and digital literacy. Identifies the structural components of digital literacy.
Keywords: information; digital technology; digital literacy; computer literacy; digital competence; digital security; digital consumption of information technology.
In the last ten to fifteen years, the level of automation and computerization of all spheres of human activity has not only increased, but has moved to a new qualitative level. Now it is impossible to find any significant area of human activity that is not affected by digital technologies. Digitalization has become dominant in the development of interpersonal communications, professional activities in almost any direction, education, receipt and provision of services (including government), recreation and much more. Any Internet user has the opportunity to access a huge amount of varied information. Digital technologies are used both as high-tech means of communication and as a tool for education and work.
However, at present, the pace of computerization is somewhat faster than the skills of the majority of users. In this regard, the issue of digital literacy is very acute.
The concept of “digital literacy” emerged. A distinction must be made between digital and computer literacy. Computer literacy refers to the skills and abilities of working on a computer, managing files and folders, knowledge of the basics of computer science, minimal knowledge main office programs. Digital literacy is defined as a set of knowledge and skills that are necessary for the safe and effective use of digital technologies and Internet resources. Digital literacy is a person's ability to use digital tools (in the broadest sense) to their benefit. For a highly qualified specialist, it is necessary to be able to understand online services, communicate with colleagues through modern and constantly changing technical means: smartphone, tablet, laptop, use chat or webcam, etc. Be able to read from the screen of a digital device and assimilate this information, use various digital tools to increase the efficiency of your work, apply cloud technologies to work anywhere and anytime.
Digital literacy includes the personal, technical and intellectual skills needed to live in a digital world. As digital technologies become mainstream in society, the understanding of digital competence has expanded from technical aspects to a broader understanding of the application of digital technologies - social, ethical and economic.
The concept of “digital literacy” includes three components: digital competencies, digital consumption and digital security.
Digital competencies include: proficiency in Internet search technologies, the ability to critically perceive information and check its accuracy, the ability to create multimedia content for posting on the Internet, the willingness to use mobile communications, the ability to perform financial transactions via the Internet, use online services to receive services and goods.
Digital consumption reflects the level of availability of various digital technologies, both hardware and software, and the level of their use: availability of broadband and mobile Internet, availability of digital devices, number of online media, online stores in the region, level of provision and use public services electronic.
Digital security includes mastery of skills safe work in the network of both a technical and socio-psychological nature: the ability to protect one’s personal data, ensure the confidentiality and integrity of information, protect it from computer viruses, attitude towards pirated media content and software, level of communication culture in in social networks, compliance with ethical and legal standards when placing digital content online.
The formation of digital literacy of students should not be limited only to the study of information cycle disciplines such as computer science or information technology
in professional activities, but acquire an interdisciplinary character. Since in the Federal State Educational Standards of Higher Education the requirements for the results of mastering the basic educational programs are presented in the form of possession of general cultural, general professional and professional competencies, most of which cannot be mastered without digital literacy and knowledge of information technology.
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