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Digital literacy as a component of life skills. Levels of digital (information) literacy.

The role of digital literacy for learners in further education practices.

The concept of "digital literacy" as a tool for information activities has gone beyond
computer literacy and has been 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 acquisition of other important life skills of an information society
citizen, consumer of electronic services. Digital literacy is a framework concept that brings
together important skill groups. Computer literacy includes both user and specific technical skills
in the field of computers. Information literacy is the ability to formulate information needs,
request, search, select, evaluate and interpret information, whatever its presentation. There are
two very important points in this definition:

1. Ability to formulate the information need. In the language of modern pedagogical methods,
this is called definition of knowledge/knowledge boundary. This is not yet a formulation of a
request, but only an understanding that new information is needed at this very stage.

2. Ability to interpret information. Not just to finish the material, to assimilate it, but to make
conclusions from it, to formulate semantic results of the search and present them as a new
information product.

We can say that information literacy is the "technology" of learning. It consists of a person's
ability:

- understand the personal need for information to address a problem;

- to develop a search strategy by posing significant questions;

- to find information relevant to this topic;

- assess the relevance of the information found, sort, organize, analyze it;

- to assess the quality of information, accuracy, credibility and reliability;

- to form your own attitude towards this information;

- present the audience or yourself with your point of view, new knowledge and understanding or
a solution;

- Realize that the use of information literacy skills in addressing a problem (or learning
objective) can be extended to all areas of human life.

These skills are defined by the notion of "information literacy", so we can take them as
indicators. Each of these indicators has high, medium and low levels of development. This type
of typology gives an idea of a differentiated approach to the development of information literacy,
where with high levels of contact or creative indicators, it is possible to have medium or even
low levels of information and evaluation indicators. If we talk about the levels of perceptual
indicators, many people, if there is a pronounced single indicator, the rest can manifest in an
undeveloped, "folded" state. Undoubtedly, one thing is certain: without a developed ability to
analyze and evaluate texts and use them to solve any problems, it is impossible to speak about a
high level of human information literacy. Only practical skills of creating texts cannot by
themselves make an individual information literate.

Levels of meaningful indicators of personal information literacy :

1. High level: awareness of the importance of information for solving a problem; development of
an information search strategy; ability to independently find information; to evaluate, analyze,
sort information; to form your own attitude to this information; ability to present your own
viewpoint to the audience; ability to process information with software tools.

2. The average level: not quite able to realize the importance of information for solving a
problem; to work out a strategy of searching for information; to find information by hints, with
the partial help of the teacher; not quite able to evaluate, analyze, sort information and form their
own attitude to this information; having difficulties in presenting their own viewpoint to the
audience; to process information by software with difficulties.

Low level: does not realize the importance of information for solving a problem; cannot develop
an information retrieval strategy; finds information only according to the detailed instructions of
the teacher; does not know how to evaluate, analyze, sort the information and form their own
attitude towards this information; hardly represents their own viewpoint to the audience; can not
process the information with software tools according to detailed instruction maps.

Today, additional education of children is considered to be the most important component

of the educational space, it is in social demand and needs constant attention and support from
society and the state as an education that combines upbringing, education and personal
development of a child. Supplementary education, based on its originality, organically combines
various types of organization of meaningful leisure time. Information technologies are in demand
and relevant here too. Let's consider their application in various areas of additional education.

Using IT in a technical direction:

The use of IT in technical orientation in the modern world will not surprise anyone. That's the
norm. And so we will not dwell on this direction in detail. In this connection, the age of students
engaged in associations has "rejuvenated". Now the teacher of additional education, attending
courses on robotics. The plans of the Palace include writing a separate program for this course
and the active introduction of this circle in the system. A number of computer programs are
being developed (Adobe Photoshop, Microsoft Office Publisher, Adobe InDesign).

I wanted to pay attention to how it is possible to use IT in directions which, at first sight, are far
from technics and a science.

Using IT in an artistic direction:

Modern music education is showing an increasing interest in computer technology. Music

informatics, using computer tools to master the necessary knowledge, skills and abilities, is
widely practiced in music education in Western countries. Its sphere of attention is mainly
training in the subjects of musical-theoretical and historical cycles, as well as some educational
tasks related to performing and composing activities. These include: computer-assisted
instruction, learning with entertainment, interactive multimedia technology, the Internet.

Computer programs are also used in instrument training, in developing musical hearing, in
listening to music, in selecting melodies, in arranging, improvising, typing and editing musical
text. Computer programs allow you to determine the range of the instrument, the fluency of the
artist in the passages, the performance of strokes and dynamic shades, articulation, etc. In
addition, the computer allows you to learn plays with the "orchestra". Computer programs allow
you to conduct musical and audible analysis of melodies (themes) of works in the course of
music history. For many musical disciplines, the computer is a valuable source of bibliographical
and encyclopedic information.

In theoretical music lessons, you just can't do without presentations. Active use of IT in their
work and teachers working in vocal and theatrical studios. Programs such as Finale-program for
typing and layout of sheet music, Band-in-a-Box, Cakework-programs for creating minuses,
SoundForge-program for processing music fragments (changing format, cropping), TimeFactor-
program for changing tone and tempo - became an integral part of vocal studio work.

The use of IT in sports and fitness:

At the first moment, it seems impossible to use IT in a PE lesson, because PE is primarily a

movement. However, practice shows that this is where the use of IT is appropriate as well. Here
are some examples:

- text documents - applications, reports, competition regulations, printing of certificates. In

parallel with the text documents it is possible to create a database on the results of performances
of the school teams at sports competitions.

- use of multimedia: physical education classes include a large amount of theoretical material, for
which the minimum number of hours is allocated, so the use of electronic presentations can
effectively solve this problem. With the help of presentation it is possible to demonstrate the
technique of learning movements, historical documents and events, biographies of athletes,
coverage of various theoretical issues.

- the use of testing computer programs. Tests can be used at any stage of training.

- using game video footage for analysis.

ICT can be successfully used in extracurricular activities: various presentations, videos,

production of slideshows of sports themes to promote sports.

Use of IT in the work of circles of application direction:

Knitting circle, studio, art design, beadwork, modeling clothes for dolls also can not do without
IT. This is the creation of slideshows, presentations, video master classes. At a usual lesson,
having started a film, the teacher can as though "split up". On the screen, he explains the
operation, in class - almost helps the child who has difficulties. The same film can help the child
make up for the missing material.

The use of IT in a military-patriotic direction:

In circles of military-patriotic orientation teachers actively use various, including online training
programs. These are driving simulators as well; these are real time driving simulators; these are
various kinds of tests; these are watching various kinds of films in the areas of military applied
skills.
The results of ICT application in supplementary education are comprehensive development of
students, organization of the learning process at a higher methodological level, and improvement
of the efficiency and quality of supplementary education. The use of modern technical means of
education makes it possible to achieve the desired result. The use of modern information
technologies in the classroom makes learning bright, memorable and interesting for students of
any age and forms an emotionally positive attitude towards the subject in question. Wide use of
computer makes learning more visible, understandable and memorable.

Thus, we come to the conclusion that information literacy of a person is a set of his or her
motives, knowledge, skills, and abilities that contribute to the choice, use, creation, critical
analysis, evaluation and transmission of information messages, texts (in various types, forms and
genres), analysis of complex processes of information flows functioning. It is important for a
person living in the digital age who is surrounded by ICTs to develop an informed perception of
technological progress. In order to make informed decisions, they must take into account the
positive and negative consequences of any changes and understand that progress is only one of
several possible options when choosing technological alternatives. Successful development of
ICT and media technologies will depend on our ability to make informed decisions, anticipating
their potential impact. The global communications society has great potential, but it also carries
certain risks. This potential can be realized for the benefit of society, provided that consciousness
and responsibility of each individual and society as a whole are continuously strengthened.