Information culture of students. Formation of information culture among students. Formation of the information culture of schoolchildren mastering the Federal State Educational Standards

14.. Schoolchildren’s information culture. Formation of information culture of schoolchildren at the present stage of development of society.

The organization of a special information environment and the inclusion of special training in the basics of information culture in educational activities should help schoolchildren become information cultured (competent), provide them with the necessary skills to work with information and the ability to use this information in their own interests.

Information culture means the following: a systematized set of knowledge, abilities, skills, ensuring the implementation of individual information activities, aimed at meeting the information needs of students arising during educational activities.

The modern education system is designed to develop the ability to learn to navigate through arrays of information and extract knowledge.

10.. Educational standard.

Scope of application:

The educational standard determines the mandatory requirements for the goals, objectives and scope of teaching content at basic, advanced and in-depth levels of studying the subject of Informatics, as well as for the knowledge and skills of students.

The educational standard is mandatory for use in general educational institutions, institutions providing vocational and secondary specialized education, higher educational institutions with a pedagogical orientation, institutions of advanced training and retraining in the field of education.

3 General characteristics of the educational field “Informatics”"

3.1 The role and place of the academic subject in the structure of the content of general, basic education. Currently, computer science is acquiring the status of a fundamental science, therefore in the national. syst. Education should carry out the continuous formation of the younger generation, the worldview of the information society, through the education and development of information culture.

Computer science forms a holistic worldview, characterized by awareness of the world as a unified system of energy-information processes.

The importance of the academic subject of computer science is due to the ever-increasing level of development of information technology and their influence on the individual and modern society.

The study of computer science is aimed at practical training and psychological adaptation of students in the life of a modern information society, providing students with the opportunity to apply acquired skills in life.

The academic subject of computer science is interdisciplinary and integrated.

Integrity is determined by the fundamental nature of computer science and its role in identifying the informatization of the educational process.

Interdisciplinary connections of the academic subject of information science are revealed through the performance of mathematical calculations, the study of physical, biological and other processes, the creation and processing of electronic documents.

3.2 Goals and objectives of mastering the educational field

Basic goals: 1) formation and understanding of information technology as a science and its role in the development of society; 2) formation of computer literacy of the foundations of information culture; 3) development of logical and algorithmic thinking; 4) practical preparation of students for life in information culture; 5) acquiring the ability to work with various types of information, planning and organizing one’s own information activities and analyzing its results; 6) developing skills in creative, individual and collective work; 7) fostering a sense of responsibility for compliance with ethical and legal standards when working with information and computers. technology.

To achieve the main goals when mastering the educational field, the following must be solved: tasks: 1) formation of the foundations of a scientific worldview, including the formation of knowledge and ideas about information and information processes in living nature, technology, society, knowledge about the importance of information science and computer technology in the development of society and in changing the content and nature of human activity, the formation of knowledge about the basic principles computer operation and methods of information transmission; 2) development of students’ thinking, which involves the development of theoretical, creative thinking, the formation of an algorithmic, operational style of thinking aimed at choosing optimal solutions; 3) preparing students for practical activities and continuing education, including the formation of knowledge about the main stages of information technology for solving problems in a broad sense, the formation of skills and abilities to independently use a computer as a means for solving practical problems.

3.3 The structure of mastering the educational field "Informatics" at school

Mastering the educational field is carried out in three stages: Stage 1 - propaedeutic, is not mandatory. At this stage, students become initially acquainted with the computer, elements of information culture are formed in the process of using educational game programs and simple computer simulators.

Stage 2 - basic, represents the core of the educational field. Provides compulsory general education training for students in computer science in basic school. The stage is represented by the subject "Informatics", which is meaningfully aimed at students mastering the basics of information technology for solving problems and developing skills in the conscious and rational use of a computer in various fields of activity.

The Computer Science course can be studied at basic and advanced levels. Studying computer science at an advanced level involves mastering the basic level and deepening knowledge in specific areas of computer science.

Stage 3 - continuation of education in the field of computer science at advanced and in-depth levels. The educational field of “Informatics” at this stage is represented by elective or elective courses, differentiated in volume and content depending on the interests and focus of pre-professional training of students.

Course program " Formation of information culture among junior schoolchildren"

Explanatory note

Our time makes new demands on people. The amount of information that each of us has to process is growing every day.During the transition to the information society it is necessary:

· prepare a person to quickly perceive and process large amounts of information,

· teach him modern means, methods and technologies of work.

The information and communication technology (ICT) tools we use (from directories, telephone, washing machines to computers) are becoming more and more complex and require us to have greater knowledge and skills to work with them. Therefore, information culture is becoming particularly relevant today, many elements of which should already be included in primary education. Information culture is a system of general knowledge, ideas, views, attitudes, behavioral stereotypes that allow a person to correctly structure his behavior in the information field: look for information in the right place, perceive, collect, present and transmit it in the right way.

For students primary classes- the ability to use sources of information - reference books, dictionaries, encyclopedias, train schedules, television programs, etc. This also includes the ability to conduct telephone conversation, and the ability to watch (and not watch) TV, and the ability to write down your address and keep a notebook.

Target formation of a younger generation ready to actively live and act in the modern information society saturated with means of storing, processing and transmitting information based on the latest information technology.

1. Give students an idea of ​​modern information technologies.

2. Teach students to independently search for the information they need in various types of publications (books, periodicals, encyclopedias, etc.), both inside and outside the school library.

3. Introduce students to scientific, artistic, reference and encyclopedic literature.

4. Strengthen interest in learning about the world around us and in academic subjects.

Mechanisms:

To achieve this goal, the achievements of a number of disciplines are used: computer science, library science and bibliographic studies, text theory, logic, and reading culture.

Types of classes:

· explanation of new material,

· consolidation of what has been learned,

· testing acquired knowledge and skills,

· practical tasks.

Forms and methods: conversations, lectures, debates, practical exercises, reports, messages, games, quizzes, conferences, reviews, excursions, independent work, tests.

Contingent of students:

The course is designed for students in grades 1-4.

In accordance with the mandatory minimum content of the educational program in literature, the student must have experience in reading and be able to work with a book:

Distinguish between book types

From the requirements for the level of preparation of those graduating from primary school:

As a result of studying literary reading, the student should

know/understand

• titles, main content of the studied literary works, their authors;

• distinguish the main elements of a book (cover, table of contents, title page, illustration, abstract);
• divide the text into semantic parts, draw up a simple plan;

use acquired knowledge and skills in practical activities and everyday life to:

• independent reading of books; expressing value judgments about the works read;
• independent selection and determination of the content of the book according to its elements;
• working with different sources of information (dictionaries, reference books, including on electronic media).

From the Basic General Education Standards (informatics and ICT):

The study of ICT is aimed at achieving the following goals:

• mastering knowledge that forms the basis of scientific ideas about information;
• mastering the skills to work with various types of information;
• fostering a responsible attitude towards information, taking into account the legal and ethical aspects of its dissemination; selective attitude to the information received;
• developing skills in using ICT tools in everyday life, when carrying out individual and collective projects, in educational activities...

Expected results:

Mastering rational techniques for independently searching for information, both traditional (manual) and automated (electronic) methods;

mastering methods of analytical and synthetic processing of information;

mastering traditional and computer technology for preparing and documenting the results of one’s independent cognitive activity.

1. Introduction. Information culture - the path to subsequent self-educational work of the student (1 hour).

Presentation of the club "Click".

Quiz “What kind of reader are you?”

Result: Involve children in visiting the club. Show its relevance.

2. School library information environment(3 hours).

• Introduction to the history of the book from its origin to the present day, showing continuity;
• Familiarization with the resource capabilities of the school library, reading room, storage department of the Media Library;
• Acquaintance with the reference and search apparatus of the school library (alphabetical and systematic catalogues, reference books, card indexes);
• Gaining skills in working with documents.

3. Methods of working with the book(8 hours).

• Information technologies in the outside world (for example, telephone, directories).
• Dictionaries. (2 hours)
• Thematic encyclopedias (2 hours)
• Universal encyclopedias (2 hours)
• Formation of initial skills in using other people’s thoughts in your written and spoken texts. Links when citing.

4. Gaining the skill of searching for information using a computer (20 hours)

· Handling a computer. Safety precautions, hygiene. (1h)

· Skills in naming, searching, opening files. Organization of work space ( computer desk and a regular desk). Launching applications. The simplest operations with information objects. (3 hours)

· "Blind" keyboard input. (1 hour - integration with Russian language lessons.)

· Getting to know the media library. Using computer educational and encyclopedic disks to find the necessary information. (4 hours)

· Internet access. Working with search engines. Finding the required information. (5 hours)

· Simple operations with information objects. Experience in creating information objects (drawing, text, sound). Experience in fixing (recording) information objects, designing information (virtual and material) objects. (6 hours)

5. Independent work of the user (student) when searching for a document and its processing.(2 hours).

• Training in independent document search, development of cognitive interest and logical thinking.
• Using the results of information search in educational and research activities of schoolchildren

References

1. State education standard. Federal component - 2004

2. Golubeva E.I. The main directions of the work of the school library in developing the information culture of schoolchildren // School Library. - 2005. - No. 6. - P. 45 – 50.

3. Karavaeva E.A. From the experience of teaching the course “Information Culture of Personality” // School Library. - 2005. - No. 8. - P. 40 – 46.

4. KuzyakinaN. Love books and appreciate the library. Methodological manual for school librarians. Part 1.// Library at school.- 2004.- No. 13.- p. 3 – 62.

5. Directory of a school librarian / O.R. Starovoitova, S.M. Pleskachevskaya; T.D. Zhukova; Edited by Yu.N. Stolyarova.- M.: School Library, 2006.- 448 p.

6. Antipova V.B. Non-traditional models of conducting library lessons // Sh/B.- 2006.- No. 4.- P. 38.

7. Sukiasyan E.R. Organization of knowledge in the structure of information culture of the individual // Sh/B.- 2006.- No. 1.- P.7.

8. Karavaeva E.A. From the experience of teaching the course “Information Culture of Personality”// Sh/B.- 2006.- No. 1.- P. 18.

• Belyakova E.G.
• Zagvyazinskaya E.V.
• Berezentseva A.I.

Keywords

Annotation scientific article on psychology, author of the scientific work - Belyakova E.G., Zagvyazinskaya E.V., Berezentseva A.I.

Introduction. The article is devoted to the problem of confrontation information risks broadcast over the Internet. In a situation where there are no external barriers to malicious information flows, the need to form information culture schoolchildren; their ability to meaningfully perceive and critically evaluate information obtained online; choosing adequate behavioral models when accessing the Internet. The purpose of this study is to study the state of information security of schoolchildren, to clarify the role of external restrictions and the possibilities of intrapersonal filtering of harmful Internet content depending on the age of the children. Methodology and techniques. The research methodology is based on modern approaches to the problem of personality socialization. To determine the level of awareness of students, their parents and teachers in the field of information security, an adapted version of the Internet Development Foundation questionnaire was used. Results and scientific novelty. Theoretical analysis made it possible to establish the relationship between the main prohibitive-restrictive and personal-developmental approaches to ensuring the information security of schoolchildren, taking into account the patterns of their maturation. The empirical part of the study showed a decrease in external control of a child’s online presence as he grows up against the background of the predominance of restrictive attitudes among teachers and parents. In connection with the objective reasons for the weakening of external restrictive filters on the path of harmful content as the social activity of a developing personality expands, the need for a personal developmental approach to the formation of information culture children from an early age. Practical significance. Recommendations are formulated for the implementation of information security measures for schoolchildren at different levels of education. The need to improve the information and communication competence of teachers and parents of students is emphasized.

Related topics scientific works on psychology, author of the scientific work - Belyakova E.G., Zagvyazinskaya E.V., Berezentseva A.I.,

• Information security of schoolchildren on the Internet: problems and solutions

  2015 / Idrisova Alina Aidarovna

• Formation of a culture of information security among students - future teachers - in the process of professional training

  2017 / Erina Yulia Sergeevna, Kokaeva Irina Yurievna

• Structure, criteria, levels and indicators of the formation of an information security culture among schoolchildren

  2016 / Derendyaeva Natalia Stepanovna

• Information culture as a resource for ensuring personal security in the information society

  2014 / Pirogov Alexander Ivanovich, Zavalnev Vyacheslav Igorevich

• Psychological problems of raising children and schoolchildren in the information society

  2018 / Dubrovina Irina Vladimirovna

Information Culture and Information Safety of Schoolchildren

Introduction. The article is devoted to the problem of interaction between schoolchildren and possible informational transmitted risks on the Internet. Considering the lack of external filters on the way of harmful information streams, it is actually necessary to develop information culture of schoolchildren, their abilities to sensibly and critically interpret the information on the Internet, and choice of adequate behavior models surfing the Web. The aim of the present research is to analyze the state of informational safety of schoolchildren while using the Internet; gaining an understanding of the role of external restrictions and opportunities of intrapersonal filtration of the harmful Internet content depending on children age. Methodology and research methods. The methodology of the research is based on modern methods aimed to consider the problem of personal socialization in modern information society. Thus, the Internet Initiatives Development Fund (IIDF) questionnaire let the authors define the level of awareness of recipients on the problem under consideration. Results and scientific novelty. The theoretical analysis helped the authors predict the correlation of basic methods in order to guarantee personal safety of schoolchildren taking into account the process of maturity as well as the decrease of external filters that may stop harmful content. Empirical part of the research has enabled to reveal decrease in external control of staying of a child in network in the process of growing up against the background of restrictive attitudes prevalence among teachers and parents. Therefore, the research should to improve information culture of schoolchildren from the earliest ages encouraging them to sensibly and correctly interpret the information on the Internet. Practical significance. The practical recommendations to parents and teachers in order to improve informational personal safety of schoolchildren are proposed. The relevance of information and communication competence increase among teachers and parents is emphasized.

Text of scientific work on the topic “Information culture and information security of schoolchildren”

Education and science. Vol. 19, No. 8. 2017/The Education and Science Journal. Vol. 19, No. 8. 2017

INFORMATION TECHNOLOGY IN EDUCATION

UDC 37.01 DOI: 10.17853/1994-5639-2017-8-147-162

INFORMATION CULTURE AND INFORMATION SECURITY OF SCHOOLCHILDREN

E. G. Belyakova

Tyumen State University, Tyumen, Russia.

Email: [email protected]

E. V. Zagvyazinskaya1, A. I. Berezentseva2

Gymnasium of Russian Culture, Tyumen, Russia.

Email: [email protected]; [email protected] Annotation. Introduction. The article is devoted to the problem of countering information risks transmitted via the Internet. In a situation where there are no external barriers to harmful information flows, the need to develop an information culture among schoolchildren becomes more urgent; their ability to meaningfully perceive and critically evaluate information obtained online; choosing adequate behavioral models when accessing the Internet.

The purpose of the present study is to study the state of information security of schoolchildren, to clarify the role of external restrictions and the possibilities of intrapersonal filtering of harmful Internet content depending on the age of the children.

Methodology and techniques. The research methodology is based on modern approaches to the problem of personality socialization. To determine the level of awareness of students, their parents and teachers in the field of information security, an adapted version of the Internet Development Foundation questionnaire was used.

Results and scientific novelty. Theoretical analysis made it possible to establish the relationship between the main - prohibitive-restrictive and personal-developmental - approaches to ensuring information security

schoolchildren, taking into account the patterns of their maturation. The empirical part of the study showed a decrease in external control of a child’s online presence as he grows up against the background of the predominance of restrictive attitudes among teachers and parents. In connection with the objective reasons for the weakening of external restrictive filters on the path of harmful content as the social activity of a developing personality expands, the need for a personal developmental approach to the formation of the information culture of children from an early age is substantiated.

Practical significance. Recommendations are formulated for the implementation of information security measures for schoolchildren at different levels of education. The need to improve the information and communication competence of teachers and parents of students is emphasized.

Key words: information culture, personal information security, information risks, meaningful perception of information

Acknowledgments: We express our gratitude to the anonymous reviewers who reviewed the article.

For citation: Belyakova E. G., Zagvyazinskaya E. V., Berezentseva A. I. Information culture and information security of schoolchildren // Education and Science. 2017. T. 19. No. 8. P. 147-162. DOI: 10.17853/1994-5639-2017-8-147-162

INFORMATION CULTURE AND INFORMATION SAFETY OF SCHOOLCHILDREN

University of Tyumen, Tyumen, Russia.

Email: [email protected]

E. V. Zagvyazinskaya1, A. I. Berezentseva2

Grammar School of the Russian Culture, Tyumen, Russia.

Email: [email protected]; [email protected]

Abstract. Introduction. The article is devoted to the problem of interaction between schoolchildren and possible informational transmitted risks on the Internet. Considering the lack of external filters on the way of harmful information streams, it is actually necessary to develop information culture of schoolchildren, their abilities to sensibly and critically interpret the information on the Internet, and choice of adequate behavior models surfing the Web.

The aim of the present research is to analyze the state of informational safety of schoolchildren while using the Internet; gaining an understanding of the role of external restrictions and opportunities of intrapersonal filtration of the harmful Internet content depending on children age.

Methodology and research methods. The methodology of the research is based on modern methods aimed to consider the problem of personal socialization in modern information society. Thus, the Internet Initiatives Development Fund (IIDF) questionnaire let the authors define the level of awareness of recipients on the problem under consideration.

Results and scientific novelty. The theoretical analysis helped the authors predict the correlation of basic methods in order to guarantee personal safety of schoolchildren taking into account the process of maturity as well as the decrease of external filters that may stop harmful content. Empirical part of the research has enabled to reveal decrease in external control of staying of a child in network in the process of growing up against the background of restrictive attitudes prevalence among teachers and parents. Therefore, the research should to improve information culture of schoolchildren from the earliest ages encouraging them to sensibly and correctly interpret the information on the Internet.

Practical significance. The practical recommendations to parents and teachers in order to improve informational personal safety of schoolchildren are proposed. The relevance of information and communication competence increase among teachers and parents is emphasized.

Keywords: information culture, information safety, information risks, sensible interpretation of information

Acknowledgments: The authors express their gratitude to anonymous reviewers of the article.

For citation: Belyakova E. G., Zagvyazinskaya E. V., Berezentseva A. I. Information culture and information safety of schoolchildren. The Education and Science Journal. 2017; 8 (19): 147-162. DOI: 10.17853/1994-5639-2017-8-147-162

Introduction

The main problem discussed in this article is the peculiarities of the socialization of modern children and adolescents in the conditions of rapidly increasing information flows, primarily in the electronic space. The Internet, which has become a natural communication medium for the younger generation, has an unconditional influence on the worldview and behavior of schoolchildren. This environment filled with useful information and at the same time acts as a channel for transmitting the risks of socialization. Current risks include, for example, those who received

the spread of “death communities” on social networks that actively provoke suicidal actions; thematic groups, stimulating various kinds of addictions; malicious content widely available on the Internet that can harm the psycho-emotional health, moral and intellectual development of children and adolescents. The listed risks become more real against the backdrop of relatively low parental and pedagogical control, the implementation of which, as well as ensuring the prevention of risks, is complicated by the fact that modern children and adolescents are significantly superior to adults in their digital competence. In the current situation, it is important to find productive approaches to ensure favorable socialization of schoolchildren and, if possible, neutralize the risks of the information environment that threaten personal development.

To achieve the stated goals and clarify the factors that determine the safety of socialization of schoolchildren in the information environment, we analyzed modern domestic and foreign research relevant to the topic and made an attempt to find out the relationship between restrictive and personal development approaches to the problem of ensuring information security for students.

Literature Review

The era of the information society has created new unprecedented opportunities for humans - their development and education, work, information exchange, social communication and cooperation. At the same time, trends have emerged that are difficult to assess as positive. The first of them is the virtualization of social practices, the movement of personality-defining spheres from a real form of being to a digital one. This phenomenon is regarded by scientists as a special challenge and existential risk, since modern people satisfy many of their needs related to communication, education, creativity, and family, thanks to the virtual environment. The transfer of values ​​into the virtual environment leads to dependence on it and the simultaneous weakening of real social ties.

The second important trend is that, in parallel with the virtualization of the social environment, there is a virtualization of social threats and risks that exist almost unhindered on the Internet and actively affect various categories of its users.

For Internet addicts, the inability to enter the virtual space is a source of extreme discomfort. Higher levels of online activity have been found to directly correlate with higher online risks.

Children and teenagers - representatives of the “digital generation” - are active users of the Internet and very often show carelessness, being convinced of the safety of their personal computers and mobile devices. Based on the conducted research, it was found that children of primary school age are very sensitive to negative Internet content; and in adolescence, accessible but not always useful and positive Internet information, virtual entertainment, contacts in online communities, etc. can serve as causes of deviant behavior. In this regard, there is an urgent need for the development of methods and methods of self-preservation in the information space, the possession of which should become vital an important component information culture of modern man.

The problem of conscious and safe use Electronic resources are currently being developed in several directions. Foreign and domestic studies describe and typology information risks on the Internet. S. Livingstone includes bullying, exposure to sexual images, sex-sting, meeting online contacts in the real world, Internet addiction and gambling, grooming. According to N. Giant's classification, there are three main categories of risks: content, contacts and commerce. The most common forms are physical threats, sexual violence, bullying and harassment, identity theft, illegal behavior, influence inappropriate content, online addiction, copyright infringement, viruses and spam. These risks may be associated with the use of various information and communication resources and technological means, including visiting websites and online chats, social networks, instant messaging, online gaming sites, using mobile phones, digital media and game consoles.

Based on an analysis of requests from the “Children Online” helpline, four categories of online risks were identified - communication, technical, content and consumer risks, corresponding to the four main areas of activity on the Internet. A separate category includes the risks of Internet addiction. In recent years, there has been an increase in the number of crimes using the network - violation of privacy, personal

and family secrets, industrial espionage. One of the new risks is terrorism, in the spread of which mass media on the Internet play a special role.

In the educational environment, there are also information risks that are systematized and correlated with the areas of activity in the educational institution.

The positions of foreign and domestic researchers on how to counter information risks are united by the idea of ​​the need to develop information culture, media culture, and the ability of an individual to consciously and safely be in the Internet environment. At the same time, it is noted that prohibitions and fencing off from “wrong” information are ineffective. Preventative Internet safety training programs are needed that target different audiences and age categories users and taking into account newly emerging information risks and threats. The experience of similar programs, widely represented in European countries, is beginning to take shape in domestic practice. It is significant that the organization of preventive work is currently focused on preschoolers.

We can distinguish two complementary approaches to ensuring the information security of the personality of children and adolescents - personal-developmental and restrictive-prohibitive, the “balance” of which changes in the process of socialization. If young children are not able to independently set restrictions on the path of harmful content, then with the expansion of the space of personal autonomy in adolescence and youth, as ICT competence and intelligence develop, external restrictions are overcome relatively easily and the internal resources of the individual become increasingly important for maintaining your security in the information environment.

Materials and methods

The purpose of the empirical research we undertook was to identify the degree of awareness of primary, middle and high school students, teachers and parents about information security problems on the Internet, including clarifying their attitude towards information risks and ways to ensure information security.

The survey involved 164 elementary, middle and high school students, 58 parents and 37 teachers. The study was carried out in

relay May 2017 on the basis of the Gymnasium of Russian Culture in Tyumen. The survey was carried out using a questionnaire developed by the Internet Development Foundation together with the Faculty of Psychology of Moscow State University. M. V. Lomonosov. Since our sample of respondents included primary school students, a special age-appropriate version of the questionnaire was developed for them and passed a preliminary examination. In this version of the questionnaire, the wording of the questions and answers was not only changed to make their content more accessible, but also questions that could provoke children’s interest in potentially new harmful content were excluded.

Processing of the results combined frequency and qualitative analysis of answers to open questions.

Research results

Our data confirms the facts of high online activity of schoolchildren of different ages established earlier in similar surveys. All schoolchildren who took part in the study noted in their answers that they used the Internet every day throughout the year. On weekdays, 69.3% of junior schoolchildren spend less than an hour online, 43.8% of teenagers - from 3 to 12 hours, about half of high school students - from 3 to 5 hours. Time spent online increases on weekends: 23% of junior schoolchildren, about 43% of teenagers and 50% of high school students spend from 3 to 12 hours on virtual entertainment and recreation online. A common type of online activity for all students is searching for a variety of interesting information, including educational information (41% of junior schoolchildren, 41.2% of teenagers, 35.4% of high school students).

The most harmful content, according to students (30% of elementary school students, 24.3% of teenagers, 17.9% of high school students), is viruses. High school students quite often encounter bullying (23.1%).

In the case of an abusive relationship, schoolchildren most often choose the strategy of ignoring, avoiding further contacts, actively

but they use a “black list” (47% of junior schoolchildren, 54.5% of teenagers, 36.8% of high school students). 11.8% of primary school children turn to their parents for help in such situations. 35.3% of junior schoolchildren, 40% of teenagers, 23.1% of high school students are ready to discuss with their parents the possibility of meeting a new friend from a social network, asking them for advice or permission. 23.5% of primary school students are ready to go to a meeting with their parents, while 20% of teenagers and 15.4% of high school students can only tell their friends about the meeting or go to the meeting alone. A cautious attitude towards virtual dating (the ability to refuse a meeting and friendship) was found in 23.5% of junior schoolchildren, 30% of teenagers and 15.4% of high school students. 7.7% of senior students avoid virtual dating altogether.

Many students highly rate their ability to select suitable sites, “clean” a computer from viruses, use “blacklists” and resist fraud.

According to a survey of students, not all parents (20.3% - primary school, 14.6% - middle school, 30.5% - high school) show interest in their child’s online activities, monitoring and directing his activity. Some adults limit the time a child spends on the Internet (13% in elementary school, 18.7% in middle school, 13% in high school). Some add their own child’s page as “friends” on social networks in order to be aware of his interests and social circle (11.1% - elementary school, 16.7% - middle school, 17.5% - high school students).

In most situations, parents provide their children with the necessary help and support in solving problems that have arisen online - they explain what to do, and help them get out of difficult situations. Nevertheless, 28.6% of high school students were faced with the inaction and helplessness of adults and were forced to deal with the problems that arose on their own. Concerns are caused by far from rare cases when adults were not aware of the problems that arose in a child - 16.7% of parents of children in elementary school, 19% of parents in middle school, 21.4% of parents of high school students.

To ensure information security, parents talk with their children about the rules for using the Internet (25% in elementary school, 35% in middle school, 55.6% in high school). 31.8% of parents of primary school students and 30% of middle school students additionally limit instructional time

Internet activities of children. In addition, 22.7% of primary school students use the Internet only under parental supervision.

To protect children from the influence of harmful information products, some parents resort to technical or software access restrictions: 18.6% - in primary school, 22.2% - at the middle level, 18.8% - at the senior level. 20.3% of parents of elementary school students, 26% of middle school students, and 18.8% of high school students limit information that does not correspond to the age of their children. In addition to this, parents of primary and secondary school students (15.3% and 14.8%, respectively) limit communication with strangers who are much older than the child. 18.8% of parents of high school students pay attention to the confidentiality of personal information and personal data. Among the respondents there were also those who introduce a ban on contacts with unfamiliar people without permission or in the absence of an adult: 22% in junior grades, 18.5% in middle school, 12.5% ​​in senior school.

Most parents have an idea of ​​the unfavorable factors of the impact of ICT on a child: 81.2% in primary school, 77.8% in middle school, 80% in high school. When assessing the time children spend in front of a computer monitor, parents indicated the following figures: 94.2% in elementary school and 100% in middle school - from a few minutes to 3 hours, in high school - from 1 to 5 hours. Let us note that the answers of primary schoolchildren and teenagers and their parents to the same question differ significantly, which, in our opinion, indicates that parents clearly underestimate the level of online activity of their children.

Many parents are familiar with the concept of Internet addiction and gaming addiction: 76.5% in elementary school, 60% in middle school, 83.3% in high school. Among the signs of this phenomenon, parents indicated the child’s obvious need to spend free time on the computer, on social networks, playing computer games; pathological attachment to the virtual world with decreased interest in real live communication; loss of control over the time spent in front of the monitor; irritability in the absence of access to the Internet, protests and hysterics in the event of bans and restrictions on the use of the Internet. At the same time, 17.6% of parents of elementary school students, 40% of middle school students and 16.7% of parents of high school students said that they had never encountered these phenomena.

Many parents use computer-based software to ensure information security. home computer: 41.2% - in junior grades, 30% - in middle grades, 60% - in senior grades. However, significant

A significant portion of adult respondents still neglect safety precautions: 47.1%, 70% and 40%, respectively. Probably, a fairly large proportion of parents still underestimate the degree of danger of information influence on the fragile psyche of children and adolescents. At the same time, some of the respondents indicated that the computer and the Internet negatively affect relationships with the child: 16.7% in primary school, 10% in secondary school. According to the responses received, most often disagreements and quarrels in the family occur due to controversial issues of the length of time spent on the Internet; Some of the parents indicated that they were concerned about the appearance of isolation and secrecy in the child. Meanwhile, 66.7% of parents of junior schoolchildren, 90% of parents of teenagers and 83.3% of high school students, on the contrary, are convinced that the child’s use of computers and Internet resources does not have any impact on relationships within the family.

88.2% of parents in elementary school, 60% in middle school, and 50% in high school monitor their children’s use of the Internet every day. 84.2% of parents of primary school students constantly monitor the sites their children visit; however, at the middle level only 40% do this, and 10% do not engage in such control at all; in high school, this control is carried out occasionally by 50% of parents, rarely by 16.7%, never by 33.3%.

Thus, in most cases, parents are able to assess how much time the child spends on the Internet, but often are not able to check what he is doing there. A qualitative analysis of data from parent questionnaires also provided information about the presence of separate electronic mailboxes for parents and children: it turned out that adults often do not have access to the child’s correspondence, since they do not know the password. Many parents have the opportunity to view their child’s page on social networks, but they do this rarely, sporadically. At the same time, conversations about possible threats posed by social networks computer games, malicious sites, parents and children spend regularly.

Judging by the students’ questionnaires, teachers often help them find the necessary information (33.3% in high schools responded this way), explain the benefits and harms of some websites (30.5% in primary schools, 29.4% in secondary schools). ), give advice on safe use of the Internet (23.5% in middle school, 13.3% in high school), about the rules of online communication (17.4% in elementary school, 17.6% in middle school level, 20% at the senior level).

Qualitative analysis also made it possible to identify teachers’ ideas about the main ways to ensure the safety of students on the Internet, to which teachers included joint work between school and family to prevent the negative information impact on the child’s personality, the formation of information literacy, resilience, and critical thinking.

To ensure the information security of students, 57.1% of teachers use traffic filtering tools, 28.6% personally control the time and type of classes on the network. Teachers demonstrated good knowledge of a wide range of means of protecting students from the negative influence of information products and the ability to apply these means in practice, which, in particular, include technical or software access restrictions (indicated by 33.3% of respondents), restrictions depending on the age of the child (16.8%), a ban on contacts with unfamiliar people without permission or in the absence of an adult (25%). 60% of teachers are aware of Internet addiction and gaming addiction. However, 80% of teachers indicated that they do not use software to ensure students’ information security. It turns out that even though teachers have a good command of the basics of information security, they do not always use the full arsenal of tools to implement it.

Discussion and conclusion

Analysis of the survey results allows us to draw conclusions about what should be the relationship between personal developmental and restrictive and prohibitive approaches to ensuring the information security of schoolchildren, taking into account the patterns of their maturation.

The empirical part of our study confirmed that the older students are, the more time they spend on the Internet, and less time under adult supervision, despite the prevalence of restrictive attitudes among teachers and parents. Due to the decrease in external restrictive filters on the path of harmful content as the social activity of the developing personality expands, it is extremely important to form children’s critical thinking as early as possible and teach them the basics of the safe use of electronic resources. It is necessary to instill in children the skills of information culture, teach them how to counter information risks, and critically and meaningfully evaluate information received via the Internet, starting from primary school or even preschool age.

Since adolescents and older schoolchildren, for objective reasons, are more autonomous in the information space, the ratio of external control and providing freedom in the actions and choices of the child should change as he grows up. The participation of parents and teachers in the virtual life of a growing student, and, accordingly, assistance in countering information (and social) risks is not only possible, but necessary, but this requires new forms of pedagogical interaction. Close attention should be paid to working with teenagers, since uncontrolled stay on the Internet in this age period is especially dangerous: the increased need for communication among middle-level students, their desire to assert themselves, to gain authority among their peers sometimes pushes them to rash, reckless actions. Therefore, adults are obliged to establish trust relationship with teenagers, build constructive dialogue options with them, find compromise solutions to controversial issues. In addition, it is necessary systematic work to improve the digital competence of teachers and parents, bringing their knowledge, skills and abilities in handling electronic resources in accordance with the level of development of children.

Thus, it is necessary to maintain a balance of restrictive and personal development approaches to ensuring the safety of schoolchildren in the virtual space, depending on their age. The second approach should intensify as the child grows older.

The discussed problem in the future will not only not lose its relevance, but will also become even more acute, since the development of ICT technologies and their dissemination in all sociocultural spheres will only intensify in the near future. Under these conditions, the responsibility of the school, teachers, and parents increases, whose task, starting from the earliest stages of socialization, is to create conditions for the formation of basic values ​​in children and adolescents that will contribute to independent resistance to information risks.

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1. Baeva L. V. Existential risks of the information age. Informationnoye obshchest-vo = Information Society. 2013; 3: 18-28. Available from: http://www. emag. iis.ru/ arc/ infosoc/ emag. nsf/ BPA/ e63962ee99dc45ac44257c120042ef7 c (In Russ.)

2. Vladimirova T. V. To the social nature of the concept of “information security”. Questions bezopasnosti = Security Issues. 2013; 4: 7895. Available from: http:// www.e-notabene.ru/nb/article_596.html (In Russ.)

3. Livingstone S. et al. In their own words: What bothers children online? European Journal of Communication. 2014; 29 (3): 271-288.

4. Furnell S. Jumping security hurdles. Computer Fraud & Security. 2010; 6: 10-14.

5. Lazhintseva E. M., Bochaver A. A. The Internet as a new environment for the deviant behavior of a teenager. Voprosy psikhologii = Questions of Psychology. 2015; 4: 49-58. (In Russ.)

6. Soldatova G. U. et al. Cifrovaja kompetentnost" rossijskih podrostkov i roditelej: rezul"taty vserossijskogo issledovanija = Digital competence of Russian teenagers and parents: The results of the all-Russian research. Moscow: Fond razvitiya Internet; 2013. 144 p. Available from: http://www.ifap.ru/library/book536.pdf. (In Russ.)

7. Livingstone S. et al. Children's online activities: risks and safety: The UK evidence base. UK: CATS; 2012. Available from: http: / / eprints.kingston. ac.uk/23635/1/ UKCCIS_Report_ 19_6_12. pdf

8. Giant N. E-safety for the I-generation: Combating the misuse and abuse of technology in schools. London: Jessica Kingsley Publishers; 2013.

9. Soldatova G., Shlyapnikov V., Zhurina M. Evolution of online risks: results of five-year work of the help line Children online. Konsul "tativnaya psikholo-giya i psikhoterapiya = Consultative Psychology and Psychotherapy. 2015; 23 (3): 50-66. Available from: http://www.psyjournals.ru/mpj/ 2015/n3/soldatova.shtml (In Russ .)

10. Zinchenko Yu. P., Shaigerova L. A., Shilko R. S. Psychological security of the individual and society in the modern information space. National"nyy psikhologicheskiy zhurnal = The National Psychological Journal. 2011; 2: 48-59. (In Russ.)

11. Privalov A. N., Bogatyreva Yu. I. The main threats to information security of subjects of the educational process. Izvestiya Tul "skogo gosudarstvennogo universiteta. Gumanitarnyye nauki = Izvestiya of the Tula State University. Humanitarian Sciences. 2012; 3: 427-431. (In Russ.)

12. Prikhozhan A. M. Information security and the development of the information culture of the individual. World psikhologii = World of Psychology. 2010; 3: 135-141. (In Russ.)

13. Medijno-informacionnaja gramotnost" v Rossii: doroga v budushhee: sbor-nik materialov Vserossijskoj nauchno-prakticheskoj konferencii “Media - i informaci-onnaja gramotnost" v informacionnom obshhestve" = Media and Information Literacy in Russia: The Road to the Future. Collection of Materials of the All-Russian Scientific and Practical Conference “Media and Information Literacy in the Information Society”; 2013 Apr 24-27; Moscow. Comp. E. I. Kuzmin, I. V. Zhilavskaya, D. D. Ig-natova, ed. by I. V. Zhilavskaya. Moscow: mtsbs; 2014. 212 p. (In Russ.)

14. Scott J. Children and the internet: An exploration of Year 5 pupils" online experiences and perceptions of risk. Fields: Journal of Huddersfield Student Research 2016; 2 (1): e21.

15. Rahim N. H. A. et al. A systematic review of approaches to assessing cybersecurity awareness. Cybernetes. 2015; 44 (4): 606-622.

16. Mikhaleva G. V. Modern British strategy of information security of children and youth. Vestnik Chelyabinsk gosudarstvennogo universiteta = Bulletin of Chelyabinsk State University. 2013; 22 (313): 33-36. (In Russ.)

17. Edwards S. et al. Developing a measure to understand young children's Internet cognition and cyber-safety awareness: a pilot test. Early Years. 2016; 36 (3): 322-335.

18. Petrova V. A. The problem of information security of an individual in modern pedagogical science and educational practice. Vestnik Tomskogo gosu-darstvennogo pedagogicheskogo universiteta = Bulletin of Tomsk State Pedagogical University. 2016; 4 (169): 120-125. (In Russ.)

19. Livingstone S., Millwood H. A. Harmful to children?: Drawing conclusions from empirical research on media effects. In: Carlsson, Ulla, (ed.) Regulation, Awareness, Empowerment: Young People and Harmful Media Content in the Digital Age. Nordicom, Goteborg, Sweden; 2006. p. 2148. Available from: http://eprints.lse.ac.uk/1013/

20. Zotova A. S., Mantulenko V. V., Kraskova N. I., Kislov A. G. & Rowland Z. New values ​​as the basis for innovation. International Journal of Economic Perspectives. 2016; 10 (3): 94-100. Available from: http://www.econ-so-ciety. org/ijep_contents_10.3.php#

Belyakova Evgeniya Gelievna - Doctor of Pedagogical Sciences, Professor of the Academic Department of Methodology and Theory of Social and Pedagogical Research at Tyumen State University; ORCID ID 00000003-3867-9912, Researcher ID K-2466-2017; Tyumen, Russia. E-mail: b-evge-nia@yandex. ru

Zagvyazinskaya Evelina Vladimirovna - Candidate of Biological Sciences, Director of the Gymnasium of Russian Culture, Tyumen, Russia. E-mail: grktmn@mail. ru

Berezentseva Anna Ivanovna - candidate of pedagogical sciences, educational psychologist at the Gymnasium of Russian Culture, Tyumen, Russia. E-mail: bereza-psy@yandex. ru

E. G. Belyakova - review of research on the problem, conceptual part of the study.

E. V. Zagvyazinskaya - organization of the study, development of recommendations.

A.I. Berezentseva - conducting empirical research, processing and systematizing the results.

The article was received by the editor on June 25, 2017; accepted for publication September 13, 2017.

Information about the authors:

Evgenia G. Belyakova - Doctor of Pedagogical Sciences, Professor, Academic Department of Methodology and Theory of Social and Pedagogical Studies, University of Tyumen, Tyumen, Russia. ORCID ID 0000-0003-3867-9912, Researcher ID K-2466-2017. Email: [email protected]

Evelina V. Zagvyazinskaya - Candidate of Biological Sciences, Director of the Grammar School of the Russian Culture of Tyumen, Tyumen, Russia. E-mail: grktmn@mail. ru

Anna I. Berezentseva - Candidate of Pedagogical Sciences, Teacher-Psychologist, Grammar School of the Russian Culture of Tyumen, Tyumen, Russia. Email: [email protected]

Contribution of the authors:

Evgenia G. Belyakova - research review on the problem, the conceptual part of the study.

Evelina V. Zagvyazinskaya - organization of the research, development of recommendations.

Formation of information culture of students.

In recent years, there has been an awareness of the fundamental role of information in society. Our time is called the information age.

The development of modern society is characterized by a transition to an information civilization, within which priority development is given to computer technology and information technology, which increases the intellectual capabilities of people. All over the world there has been an awareness of the fundamental role of information in social development. The need for special preparation of a person for life in the information society is emphasized in the main documents of the World Summit on the Information Society (Geneva, 2003; Tunisia, 2005).

To be effective, a student who will live in an information society must not only master certain knowledge, methods and technologies information activities, but also learn to rationally use information and information technologies to maintain and develop their intellectual and creative potential.

The informatization of education should be ahead of the informatization of other spheres of public life, since in this area the social, psychological, general cultural, as well as professional prerequisites for the informatization of the entire society are laid. A person with a broad worldview, erudition, and, above all, information culture is capable of carrying out effective information activities in modern society. The most effective formation of human information culture in modern society is possible through the education system.

According to N.I. Gendina, information culture is understood as a set of information worldview and a system of knowledge and skills that ensure purposeful independent activity to optimally satisfy individual information needs.

The implementation of the idea of ​​lifelong education is aimed at overcoming the main contradiction modern system education - the contradiction between the rapid pace of growth of knowledge in the modern world and its limited capabilities.

This contradiction forces educational institutions, first of all, to develop the ability to learn, obtain information, and extract the necessary knowledge from it.

However, for this, the teacher must not only own special skills information knowledge and skills, but also to be professionally ready to transmit them, forming a special type of culture - the information culture of the individual.

Thus, for educational institutions, the organization of information education and increasing the information culture of the individual is a task of paramount importance, and teachers themselves become key figures on whom the possibility of really increasing the level of information culture of students primarily depends. Of particular importance is the problem of increasing information culture and introducing new information technologies that provide the population with access to the treasures of national and world culture.

The effectiveness of the process of forming the information culture of students is determined by the implementation of such leading didactic principles as scientific character, the connection of theory with practice, systematicity, consistency, visibility, accessibility, and a differentiated approach.

Human information culture is part of universal human culture, a necessary link in the educational activities of both teachers and students, qualitative characteristics their information activities as part of educational activities.

Information culture is expressed in the presence of a person’s complex of knowledge, abilities, skills and reflexive attitudes in interaction with the information environment. Information culture is manifested in interest in information activities, in awareness of it important role in educational processes, in the conscious choice of information sources and mastery of algorithms for their processing, in the integrated use of traditional, electronic, network and other information resources, in awareness of oneself as a carrier and disseminator of information, in active information behavior. Quick reference

School librarian / O.R. Starovoitov with the participation of T.I. Polyakova, Yu.V. Lisovskaya; under general

ed. G.I. Pozdnyakova. – St. Petersburg: Profession, 2001. – 352 p. (Library Series).

Information culture of the individual - one of the components of a person’s general culture; a set of information worldview and a system of knowledge and skills that ensure targeted independent activity to optimally satisfy individual information needs using both traditional and new information and technologies.

It is the most important factor in successful professional and non-professional activities, as well as social security of the individual in the information society.

The structure of information culture includes elements of the following cultures:

Communicative (culture of communication);
- lexical (linguistic, writing culture);
- book;
- intellectual (culture scientific research and mental work);
- information technology (culture of using modern information technologies);
- information and legal;
- worldview and moral.

In the information culture of students, three main components can be distinguished:

cognitive(knowledge and skills),
- emotional-value(attitudes, assessments, relationships),
- effective and practical(actual and potential use of knowledge and skills).

Information culture is expressed in the presence of a person’s complex of knowledge, abilities, skills and reflexive attitudes in interaction with the information environment.

Information culture manifests itself

in interest in information activities,

in realizing its important role in educational processes,

in the conscious selection of information sources and mastery of algorithms for their processing,

in the integrated use of traditional, electronic, network and other information resources,

in realizing oneself as a carrier and disseminator of information,

in active information behavior.

The effectiveness of the process of forming the information culture of students is determined by the implementation of such leading didactic principles as

scientific,

connection between theory and practice,

systematicity,

subsequence,

visibility,

accessibility,

differentiated approach

The main goal of forming the foundations of information culture is to give students the knowledge, skills and abilities of information self-sufficiency in their educational activities.
Achieving this goal is carried out by solving the following tasks:

1. Mastering rational techniques and methods for conducting independent searches

information in accordance with the tasks arising during training.

2. Mastery of methods of formalized collapsing (analytical and synthetic processing) of information.

3. Study and practical use of technology for preparing and processing the results of independent educational and research work (preparation of essays, abstracts, reports, reviews).

Let us highlight five main directions, as a result of which the process of formation of information culture is realized:

Information resources of society and information

Main types of information retrieval problems and algorithms for solving them

Analytical and synthetic processing of information sources in educational and scientific-cognitive activities of students

Structure, rules for preparation and presentation of results independent work students during educational and scientific-cognitive
activities.

Information culture and new information technologies

Information resources of society and information culture.

The purpose of this direction - to form among high school students an idea of ​​the place and role of information in human life, the information resources of society, their composition and methods of transformation.

As a result, students should navigate the types and types of documents necessary for successful study, get acquainted with the basic methods of collating information: bibliographic description, highlighting keywords, annotation and abstracting.

Main types of information retrieval problems and algorithms for solving them.

Target – development of search algorithms for various types queries arising during study.

Expected result - knowledge of the main types of information requests and technologies for their implementation; knowledge of the structure and purpose of the library's catalog and file system, the formation of an idea of ​​the library as an information retrieval system. Students should be able to search for information using targeted, thematic and factual queries, and have the skills of information self-service in the library.

Analytical and synthetic processing of information sources in educational and scientific-cognitive activities of students.

Target - training in rational methods of intellectual work with the texts of educational documents and formalized methods of condensing information.

As a result, students must gain knowledge about the logical and psychological foundations of reading, the principles of construction and structure of texts, rational techniques for working with text; practical skills and abilities - the ability to draw up a simple and complex plan, make extracts, notes, correctly format citations and a list of used literature, prepare an annotation, abstract in a formalized way, accurately compile a bibliographic description of a document.

Structure, rules for preparing and recording the results of students’ independent work during educational and scientific-cognitive work activities.

Target - mastering the technology of preparing documents determined by the objectives of schoolchildren’s educational activities.

The result of the study This section is for students to acquire knowledge about the main stages and technology of preparing a report, abstract, literature review, and the rules for their preparation. Using the example of preparing reports, abstracts, and reviews, students must practically demonstrate the use of knowledge, skills and abilities acquired during the course of studying the “Fundamentals of Information Culture” course.

Information culture and new information technologies.

Target - showing the capabilities of computer tools in searching, processing, storing and using information.

As a result of his study students should gain an understanding of

the potential of modern information technologies and the production of new types

information products and services.

We diagnosed the level of information culture using the survey method.

The results of the survey showed:

1. 17.07% of students gave a more complete definition of the term “Information culture.”

2. 85% of respondents believe that information plays a big role in their lives.

3. 37% of students named the largest number of sources of information.

4. 76% of respondents consider television to be the most important source of information, 56% - computer.

5. 93% of students consider it necessary to have a computer at home, but only 36% would use it for studying.

6. 7% of respondents believe that the level of their information culture is low, 83% - average and 10% - high.

Based on the results obtained, the following conclusions can be drawn: students do not quite accurately understand the meaning of the concept “Information culture”; The majority of respondents showed an average level of respondents. One of the reasons for this is the lack of consistency in the formation of information culture in the classroom and insufficient work on the identified problem in extracurricular activities.

Students do not quite clearly understand the meaning of the concept “Information culture”;

Level of respondents – average showed the majority of respondents.

Conclusion- it is necessary to pay attention to the formation of information culture in lessons and in extracurricular activities.

Thus, the conducted research only confirms the existence and relevance of the problem of forming the information culture of modern students.

In order to teach students to work with sources of information, to contribute to the formation of an information culture among schoolchildren, an important task of the teacher is to use such techniques and methods of organizing students’ activities so that work with it is most effective.

Today, multimedia technologies are one of the promising areas of informatization educational process. Multimedia will perform effective means formation of information culture.

"Multimedia- a set of hardware and software that allows the user to work interactively with heterogeneous data (graphics, text, sound, video), organized in the form of a unified information environment.

For example, one container object may contain text, auditory, graphic and video information, as well as, possibly, a way to interact with it interactively.

Multimedia technologies enrich the learning process and make learning more effective by involving most of the student’s sensory components in the process of perceiving educational information.

In improving software and methodological support, material resources, as well as in mandatory advanced training of teaching staff, we see the prospect of successful application of modern information technologies in education.

Multimedia and hypermedia technologies integrate powerful distributed educational resources; they can provide an environment for the formation and manifestation of key competencies, which primarily include information and communication. Multimedia and telecommunication technologies open up fundamentally new methodological approaches in the general education system. Interactive technologies based on multimedia will solve the problem of “provincialism” of the school both on the basis of Internet communications and through interactive CD courses and the use of satellite Internet in schools.

You can use the following main methodological features of training organization:

1) lessons using multimedia presentations using multimedia projectors, resident reference books, automated teaching systems, video recordings of various programs, etc.;

2) during practical classes, each student should be assigned a separate computer, on which it is advisable to create his personal folder, named with the class code and the student’s last name;

3) an individual approach should be used, including the widespread use of individualized training programs, a bank of multi-level tasks (for practical classes and laboratory work);

4) it is advisable to conduct a significant part of classes in the form of business games; assignments should include real life, multi-choice and undefined tasks, especially those that graduates will encounter in their professional activities;

7) the project method should be widely used, within which the principles of consistency and continuity must be observed; this means that one global task must be consistently carried out in all practical (laboratory) and computational and graphic work, supplemented and expanded, embodied in a harmonious complete system;

8) the possibility of parallel and concentric study of the main sections of the program must be provided; this allows students, as they master the course, to gain more and more in-depth knowledge in each section, without losing the integrity of the presentation of all the material;

9) it is necessary to rely on the following interrelated principles: motivation of cognition; versatile perception; "penetrating" system information analysis;

10) the problem-based teaching method should be used more widely, and students should develop real programs (documents, tables, databases) that can be used in the learning process.

The use of multimedia technologies in education has the following advantages compared to traditional learning:

allows the use of color graphics, animation, sound, hypertext;

allows for continuous updating;

has low costs for publication and reproduction; allows the possibility of placing interactive web elements in it, for example, tests or a workbook;




allows for the possibility of copying and transferring parts for quotation;
allows for non-linear flow of material due to multiple hyperlinks;

establishes a hyperlink with additional literature in electronic libraries or educational sites;

Software used in information technology can be divided into several categories:

teaching, monitoring and training systems,

information retrieval systems,

modeling programs,

microworlds,

educational tools,

universal tools,

communication tools.

From the perspective of considering the use of multimedia technologies in the educational process, teaching and training systems are of greatest interest to us.

The use of graphic illustrations in educational computer systems allows you to convey information to the learner at a new level and improve its understanding. Educational software products that use graphics contribute to the development of such important qualities as intuition and imaginative thinking.

It becomes possible to combine theoretical and demonstration materials. Test tasks are no longer limited to verbal formulation, but can also represent an entire video story.

Multimedia will be an effective means of developing a student’s information culture if:

the comprehensive use of the informative potential of multimedia as an educational environment has been implemented;

the multimedia environment is presented in the form of a software and methodological complex that combines didactic, reference and monitoring functions;

multimedia is used in the educational process of both technical and humanitarian disciplines in the form of a software and methodological complex;

multimedia is used as a means focused on the formation of information culture and the development of the student’s personality, meeting the needs and specifics of the content of the discipline.

The following ways and methods of motivation can be identified, which are recommended to be taken into account when forming the information culture of students based on computer technology:

– increasing the relevance and novelty of the content; electronic textbooks allow you to constantly supplement, modernize, and update the material;

– use of clarity, entertainment, emotionality; the use of graphics, video, animation and sounds allows the student to get the maximum impression from the material being mastered, stimulating interest in the issue;

– the use of comparisons and analogies, associations that are understandable and close to the student;

– use of works of art and literature; the dynamic inclusion of paintings and photographs in the material being mastered makes it possible to make the factual material vital and interesting;

– the use of active, activity-based methods and forms of learning: business games, problem-based methods, learning through discovery (supported by computer banks of information, developed search engine etc.);

– structuring educational material, dividing it into logically integral, small-sized blocks; highlighting main ideas and subordinate thoughts; hypertext presentation of material in electronic format helps solve this problem;

– the use of educational tasks with elements of novelty and unpredictability; Updating the material of electronic assignments can be done quite often.

The high efficiency of using computer technologies in the formation of students’ information culture is due to a number of objectively existing factors. These include, but are not limited to:

– the possibility of individual independent work of students with the presented materials and regulation of the viewing mode;

– unconventional presentation of material;

– visibility;

– structuring of the material.

Multimedia technologies make it possible to significantly expand the boundaries of information presentation and create a variety of information products.

Modern information pedagogical technologies in teaching information culture are preferable to traditional methods due to the following factors:

1. The interaction of participants (teachers and students) in the learning process stimulates the establishment of industrial and personal contacts.

2. The use of various techniques allows not only to teach schoolchildren, to study the level of development of their information culture, but also to create projects and models during the game for subsequent practical implementation in library services.

3. In the course of collective mental activity, a deeper understanding of the problems facing an individual in mastering information is achieved.

But all these advantages manifest themselves subject to certain requirements for the organization of work.

Among these requirements are:

– determining the optimal number of participants and/or teams;

– establishing the duration of work;

– organization of a comfortable information space;

– preparation or selection of lecture material and assignments;

– carrying out the final stage of work (analysis of the materials received, determining ways of using them in further work, forecasting further classes).