Digital literacy. Digital literacy of the teacher. Level of communication literacy

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 is 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%) freely use modern means of communication, 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.

MOSCOW, June 20, 2018. 26% of Russians demonstrated a high level of basic competencies in the digital environment. The digital literacy index* was 52 p.p. out of 100 possible. At the same time, Russians tend to be careless in the area of ​​information security: only 38% of respondents make backup copies of their own data, and 44% of users do not know what to do correctly if they receive a letter with a virus from a friend.

This is evidenced by the results of the special research project of the NAFI Analytical Center “Digital literacy for the economy of the future.” As part of the project, all-Russian population surveys** were conducted, as well as a desk study of world practices in assessing the digital competencies of the adult population.

Russian Digital Literacy Index

Digital literacy refers to a basic set of knowledge, skills and attitudes that allows a person to effectively solve problems in the digital environment.

Components of digital literacy:

• Information literacy
• Knowledge of the specifics of information and its various sources
• Skills in finding relevant information and comparing it
• Attitudes regarding the benefits and harms of information
• Computer literacy
• Knowledge of computer structure and its functions
• Skills in using computers and similar devices
• Attitudes regarding the role of the computer in daily practice
• Media literacy
• Knowledge of media content and its sources
• News searching and fact checking skills
• Attitudes regarding the reliability of information provided through the media
• Communication literacy
• Knowledge of the specifics of dialogue in digital communication
• Skills in using modern means of communication
• Attitudes regarding ethics and standards of communication in the digital environment
• Technological innovation
• Knowledge of current technological trends
• Skills in working with gadgets and applications
• Attitudes regarding the benefits of technological innovation

The digital literacy index was calculated as the average value for all specified components and amounted to 52 percentage points. out of 100 possible. 26% of Russians demonstrated a high level of basic competencies in the digital environment (the share of respondents with an Index of 90 percentage points and above).

Russians demonstrate the most developed competencies in the field of media literacy (the subindex is 65 percentage points). The lowest index is in the field of computer literacy (the subindex is 46 percentage points).

In Moscow and St. Petersburg, as well as in cities with a population of over a million, the index is 59 percentage points, while in rural areas it is almost 10 percentage points. below – 49 p.p. The higher the level of education a person has, the higher his level of digital literacy. Also, the level of digital literacy depends on age - the younger people are, the higher their level of digital literacy. No significant gender differences were found (53 percentage points among men and 50 percentage points among women).

In general, Russians with regard to digital competencies are characterized by stable sets of basic skills with a lack of knowledge and ethical attitudes (subindex for skills - 55 p.p., for attitudes - 53 p.p., for knowledge - 47 p.p.).

Information literacy level

One of the signs of a sufficient level of knowledge is the ability to draw conclusions about a fact based on different sources. The majority of Russians take the issue of information analysis seriously and prefer to study various resources (74%). In terms of skills, 81% find it easy necessary information on the Internet (among those who have a computer).

With regard to the ethical side of information literacy, the situation is not so clear. This indicator shows how deeply a person reflects on the information found. 45% do not think about the benefits and harms of the information they receive on the Internet.

Computer literacy level

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, as well as an understanding of the purposes of using gadgets.

78% of users in Russia consider working on a computer to be easy. However, just under half of people over 55 (43%) are struggling. By comparison, only 10% of people 18-24 years old and 12% of people 25-34 years old find computer work difficult. This is easier for people with higher education (85%) than for those with a lower level of education (74%).

Only 59% of Russians can evaluate the technical characteristics of a computer. 75% of Russians use a computer to solve everyday problems - for work, study, or leisure and entertainment.

Young people and male audiences have a better understanding of computers and software. The older a person is, the worse his knowledge of computer literacy is.

Media literacy level

Media literacy allows a person to navigate the media space, search for the necessary news, accepting that the media may not fully report news and information.

51% of Russians do not question the facts published in the media they trust. Every fourth Russian admitted that it is difficult for him to follow the news and navigate the large flow of events (26%). The younger a person is, the easier it is for him.

The majority of Russians (72%) are aware that the media they choose may not always present information reliably. At the same time, almost a third of Russians (28%) are confident that the media they trust truthfully cover information and events. People with higher education, as well as people aged 18 to 34, doubt the reliability of the information broadcast by the media the most.

Level of communication literacy

The level of knowledge in the field of communication literacy demonstrates the ability to analyze the position of another person speaking on the Internet.

58% of Russians analyze the position of their interlocutor during a conversation on the Internet, and this proportion is higher among young people.

Measuring the level of communication skills involves assessing experience in using modern digital channels communication (messengers, social media). The majority of Russians (75%) are fluent in using modern means of communication: primarily these are young people from 18 to 24 years old (95%) and from 25 to 34 years old (86%).

The majority of Russians (76%) believe that the same communication standards that are used in life should be maintained in the online space.

Digital literacy and safety

The risks of gaps in digital literacy lie in the inadequate assessment of the role of information in modern world, which, in turn, leads to a misunderstanding that information needs to be protected. 44% of Russians are confident that they are able to protect their own personal data. It is noteworthy that more than half of Russian Internet users (55%) believe that the protection of their personal data is not their concern. In their opinion, this should be done by website owners, service providers, and the state.

72% of users post personal photos online, and every fifth (19%) posts information about their family members. Only a third of respondents back up their own data (35%). Every fifth Russian makes payments through public Wi-Fi networks (22%).

38% of Russians use the same password for different accounts. The same proportion of users do not use regularly updated antivirus software.

44% of users will behave incorrectly if they receive emails with a virus from someone they know. Every tenth person will send a message with a virus back to the recipient, another 9% would open the letter. 4% believe that it is enough to restart the computer and the virus will disappear. At the same time, Internet users know how to behave when receiving an email from a stranger asking them to visit a website (71%). Every tenth person will consult with a familiar specialist on this issue.

A person's attitude towards innovative technologies is closely related to media literacy, information, computer and communication literacy: if a person follows technology, he is more interested in developing his own digital literacy.

A third of Russians follow new products in the field of innovation (36%). The older a person is, the less often he tries to keep abreast of technological innovations. Half of Russians realize that modern gadgets help in everyday life and simplify it (58%). Wherein 53% noted that it is difficult for them to master modern technologies.

Knowledge in the field of working with information,% of respondents

Information skills,% of respondents

Installations in the area of ​​working with information,% of respondents

Computer literacy knowledge

,% of respondents, breakdown by age groups

Computer skills,% of respondents, breakdown by education level

,% of respondents, breakdown by age groups

Computer Literacy Attitudes,% of respondents, breakdown by education level

,% of respondents, breakdown by age groups

Knowledge of media literacy,% of respondents, breakdown by education level

Media literacy skills,% of respondents, breakdown by age groups

Media literacy attitudes,% of respondents

Knowledge of communication literacy,% of respondents, breakdown by age groups

Communication skills,% of respondents, breakdown by age groups

Attitudes in the field of communicative literacy,% of respondents

,% of respondents, breakdown by age groups

Knowledge about technological innovation,% of respondents, breakdown by education level

Knowledge about technological innovation

,% of respondents, breakdown by age groups

Skills in using technological innovations,% of respondents, breakdown by gender

Attitudes and attitudes towards technological innovation,% of respondents, breakdown by age groups

Digital Literacy Index, breakdown by age group

Digital Literacy Index, breakdown by type of settlement

Digital Literacy Index, value by type of literacy

,% of respondents, breakdown by age groups

“How safe do you think it is to use the Internet?”,% of respondents, breakdown by gender

“How safe do you think it is to use the Internet?”,% of respondents, breakdown by education level

“How safe do you think it is to use the Internet?”,% of respondents, breakdown by Internet users/non-users

Share of users who have sufficient knowledge and skills to protect their personal information on the Internet, % of Internet users, breakdown by age group

Share of users who have sufficient knowledge and skills to protect their personal information on the Internet, % of Internet users, by gender

Share of users who have sufficient knowledge and skills to protect their personal information on the Internet, % of Internet users, breakdown by education level

, % of Internet users, breakdown by gender

Percentage of users who use the same password for different accounts,% of Internet users, breakdown by education level

Share of users who regularly update their antivirus,% Internet users

Share of users who make payments by connecting via public Wi-Fi networks, for example, in a cafe or on the street, % of Internet users, breakdown by age group

“What will you do if email Has a virus been detected from someone you know?”,% Internet users

“What do you do if you receive an email from a stranger asking you to visit a website?”,% Internet users

*As part of the G20 Summit in April 2017, an integrated approach was proposed, based on assessing indicators of information, computer, communication literacy, as well as media literacy and attitudes towards technological innovation.

** A representative all-Russian NAFI survey was conducted in November 2017. More than 1,600 people were surveyed in 140 localities in 42 regions of Russia. Age: 18 years and older. The statistical error does not exceed 3.4%.

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

Digital literacy as a component of life skills.

Levels of digital (information) literacy.

What role does student digital literacy play in primary school. What significance does it have for a primary school teacher?

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.

Modern practical skills are a complex system of knowledge, skills, abilities 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 specialists.

ICT user skills must be acquired by all citizens of a knowledge society and include the ability to:

· choose and apply effectively Information Systems and ICT devices;

· use publicly available software in everyday life;

· use specialized ICT tools and tools for work;

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

The skills of an e-business professional are the abilities needed to take advantage of the opportunities offered by this type of Internet-based activity. Some of the most important skills include the following:

· rationalization of management;

· promoting the most effective and efficient ways to organize a business;

· mastering new ways of managing an existing business; · building a new business.

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

· research, develop and improve ICT tools;

· manage, produce, market and sell ICT tools and services;

· advise, implement and install ICT-based applications;

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

Students' levels of media literacy can vary markedly depending on the availability of opportunities to use the media and receive adult support.

The starting level of MIL 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 technologies; limited or no opportunities to use media at home.

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

· Advanced level: developed reading and writing skills, experience in 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 increased sharply. If previously school was the main source of information for children about the world, man, society, and nature, today the media is a significant factor in shaping children’s picture of the world. The negative consequences of information shock must be neutralized by the positive, developmental potential of the information environment. Already At the first stage of education, the education system must make full use of new opportunities - the information potential of the Internet, various distance learning forms and others."

The education received in primary school is the basis, the foundation of all subsequent education. This also applies to how we teach primary schoolchildren to master information: to know 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 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 for working with information (information). These skills are developed in subject lessons, in electives, in clubs and are used when performing tasks that involve active actions in searching, processing, organizing information and creating your own information objects, for example, when working on projects.

Students can master skills related to information literacy in any lessons, electives, or in clubs when performing certain 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 in students. To solve this problem, it is possible to use methods and techniques of design and research activities, which have already become firmly established in the modern educational process. Having broad integration capabilities, 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 a student should know (remember, reproduce), but also the formation of universal educational actions in personal, communicative, cognitive, regulatory spheres, ensuring the ability to organize independent educational activities.”

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

Our school annually holds thematic ten-days in subjects, the organization of which combines the roles of the teacher as a teacher, class teacher, and additional education teacher. Material on a specific topic is being prepared within 10 days. All students become familiar with the material as it accumulates, either in class or outside of class. And such a decade ends with an extracurricular event, or the production of a certain product that summarizes all previous work. The themes of the decades are correlated with calendar-thematic planning in subjects or with a plan of educational work. During the implementation of the idea, a lot of work is 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 different sources of information, determining which one is more effective for a particular type of information. There is a large share of independent work by students here. The teacher only introduces children to sources of information (reference books, encyclopedias, the Internet, their own experience and observations) and guides them along the right search path. Students acquire skills in scientific organization of work, and develop the ability to use information and communication technologies. Parents are also involved in the work.

Students prepare the collected and processed information in the form of a report, wall newspaper or computer presentation. When designing, the individual abilities, imagination, and invention of children are revealed. The ability to create information objects is developed.

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

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

Here is one example of organizing and conducting a thematic decade in our school this year.

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 transmission, 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. information society, 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 activities.

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 based on 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 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 also the management information provided to students and used by them in their private lives when they join online communities and work 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 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 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. Curricula designed with the integration of ICT into specific academic disciplines, acquire special value in this context and are oriented towards 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.

To develop students' 21st century skills, educators must become confident in using ICT and integrating digital literacy with their other professional competencies in life. Young teachers born in the digital era can be a good example of such specialists who actively use ICT, but do not yet necessarily have sufficient literacy to use ICT in the 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. Digital literacy of teachers should include the ability to effectively use ICT in teaching, professional development and organization of educational activities, and the diverse sets of skills required in these areas.