Specialists, analyzing the pedagogical theory, believe that the information competence of a specialist is the key from the list of possible human competencies and is presented as a complex of knowledge, skills, abilities and abilities to work effectively with any kind of data. Career orientation should be based on a set of norms related to the creation of information resources, the fulfillment of duties at a productive and creative level, and an understanding of one's place in the information environment.
Technical and technological aspects
The development of information competence implies computer literacy, the ability to apply knowledge in the field of information technology to solve problems. The understanding of this kind of competence depends on the type of structures under consideration: on the basis of qualified requirements for a future specialist in pedagogical activity, the level of professional activity. The competence structure of the nature in question includes the following components:
- special;
- social;
- personal;
- individual.
Together with the psychological characteristics of a person, they all determine his informational behavior in the educational environment. External factors that can contribute to the development of information competence, speaking of pedagogy, include the training system and the educational environment. The term "competence" causes a lot of controversy, especially when it comes to modernizing the content of education. Experts agree that the object of consideration is a multi-level category, representing a kind of transition from one level of skills and knowledge to another.
Levels of pedagogical competence
Identify the components of information competence:
- communicative;
- cognitive;
- technical and technological;
- motivational-value;
- reflexive.
The unity of the components and the degree of formation are determined by the following criteria:
- Productive construction of the communication process, adequate perception of the point of view of the subject of training.
- Proper application of knowledge in solving professional issues, choosing the appropriate way of presenting information and teaching methods.
- Interest in learning new innovative technologies that will allow mastering pedagogical and sociocultural information.
- The ability to combine teaching practice and media technology.
- Self-assessment of one's contribution to developmentprojects, correcting one's own behavior, realizing the possibility of influencing others.
Opening the term at the right angle
The problem of the formation of information competence of students is considered from the point of view of some approaches:
- system;
- activity;
- culturological;
- person-centered.
Professional education is adapted to the context-based competence approach, which works better with the synergistic approach (we write about this A. A. Verbitsky - Head of the Department of Social and Pedagogical Psychology of Moscow State University for the Humanities, Doctor of Pedagogical Sciences, Professor, Corresponding Member of the Russian Academy of Education). The system itself must be open, and it must be characterized by stochasticity and constant variability, as well as the obligatory presence of subsystems that exchange information with each other.
Significance of activity
The importance of what a person does is determined by the result. The success of information competence is embodied in the creation, receipt and movement of material and ideal information objects. In this case, the personality-active approach is the basis of the theory and methodology for the study of such competence. This path allows:
- it is better to consider competence as a whole system;
- highlight the factors that form it (goal and result);
- open the dialectic of the models of their constituents;
- analyze the dialectics of relationships.
The approach allows the object, taking into account the characteristic features, to self-realize.
Use technology wisely
Little attention is paid to information professional competence and its correct formation as mastery of technical and cognitive skills, which is necessary to make targeted informative requests in the educational process, while at work or in a social environment.
"Computer competence" is considered a vague term. One cannot be sure that the ability to play computer games, write letters in Word and send messages on a social network is similar to the concept of “owning a computer”. Schoolchildren do not know how to work with information correctly, the minimum knowledge that they receive at school is not enough to solve potential problems that can be encountered in real life. We are talking about voluminous and contradictory information, about its critical assessment, work with concepts that are opposite to the usual expectations. The information competence of students should work in such a way that they can extract the necessary material from texts of different types and questions asked, access knowledge that goes beyond the task, use their personal experience to solve non-standard tasks. Based on the ongoing research, the younger generation faced difficulties in reconstructing the author's intention and his point of view in reasoning texts, as well as in working with the argumentation of his choice and opinion. One of the important professional goals of information specialists is to help students acquire information competencies. Skillapplying the right aspects of the information received is a success in learning and interpersonal communication for each person.
Broad concept
The concept of "information competence" is broad, development in modern times is not always interpreted unambiguously, but the work is aimed at solving such problems:
- Understanding the essence of a number of related concepts that are close to the term under consideration (terminological).
- Definitions of its structural and functional content (content).
In the work of Kizik O. A. it was noted that IC is an independent search for the necessary data to perform certain tasks, the ability for group activities and cooperation using modern technologies to solve professionally directed issues, as well as a willingness to self-development in the field of information technology in order to improve one's skill level.
Terminological analysis
A related analysis was made of some definitions related to information culture (eg reading culture, bibliographic literacy). At the present stage of development of computer technologies, the following concepts appeared: "information culture of the individual" and "computer literacy", which are the defining components of the general culture of a person. Everyone must independently satisfy their information needs at the optimal level, using their skills, to highlight what is needed from the knowledge system.
If the term "culture" is ambiguous and broad in scope, then "competence" isthe development of its informational side takes place concretely and targeted. To be competent means to be able to correctly apply your experience in a certain situation. Some experts see the concept as the ability to select, organize, search, analyze and communicate information.
For many years the conceptual core has been presented in the following interpretations:
- use of computer technology as a means to achieve certain goals;
- the study of computer science as a subject;
- search and use of the information received to solve professional and educational problems;
- a set of knowledge, skills and abilities to search, understand and use information for the intended purpose;
- motivation of the subjects of the educational space and the manifestation of an active social position.
Different opinions
Professional information competence (according to O. G. Smolyaninova) is a universal way of searching for receiving and transmitting information, generalizing and turning it into knowledge of a certain profile. Others believe that this is the ability to critically evaluate and systematize the data obtained from the position of the problem being solved, and then draw reasoned conclusions, present it in different forms and adjust it to adequate consumer requests.
L. G. Osipova, arguing on this topic, refers to information competence the ability to navigate in a rapidly developing and growing information field, the skills to quickly find the necessary data and apply them in research and practical tasks. And Semenov A. L. sees inher literacy, consisting of the skills of active independent processing of information by a person and decision-making in unforeseen situations using technical means.
Media Competence
A related concept was investigated by the President of the Association of Film Education and Media Pedagogy of Russia - A. V. Fedorov. The specialist characterizes it as a set of motives, skills, abilities that can contribute to the choice and critical analysis, transmission of media texts in various forms and genres, analysis of the complex processes of the functioning of media in society. Fedorov singled out the basics of information competence and media indicators for the individual:
- Motivational: the desire to demonstrate one's own competence in various areas of life, the desire to seek materials for scientific and research purposes.
- Contact: communication and interconnection with various types of media.
- Informational: knowledge of basic terms, theories, factors from the history of the development of media culture, understanding of the communication process, the impact of media on reality.
- Perceptual: relationship with the author's position, which allows you to predict the course of events in the media text.
- Interpretive (evaluative): a critical analysis of the functioning of the media in society, taking into account factors, based on highly developed critical thinking.
- Practical-operational: selection, creation and distribution of media texts, the ability to learn independently and increase the level of knowledge.
- Creative: Creativity invarious media-related activities.
Bloom's taxonomy
Information competence is a complex of knowledge, understanding, application, analysis and evaluation. An American psychologist has developed types of IC that characterize their elements:
- Memorizing and playing new material, knowledge of the principle of data processing.
- Reproducing material on the board, summarizing information, solving non-standard problems.
- The ability to apply knowledge to solve educational problems.
- Analysis of the studied principles of data processing when performing tasks of an interdisciplinary nature, search for errors and inconsistencies.
- Planning a learning experiment, project activities.
- Creativity in the ability to navigate independently in the information space, to apply knowledge and skills outside the box.
Information competence is the knowledge of methods for searching, processing, transmitting and storing information, as well as:
- ownership of ways to systematize and structure it;
- critical attitude towards her;
- the ability to analyze and apply it when necessary;
- introspection and self-learning.
Search and processing of information
Lack of data cannot contribute to the implementation of activities, so a person needs to turn to the search for the information that he needs. In accordance with the set goal, a teacher in the field of education or another person in his professionalactivities, information competence is trying to improve and increase. Having received the missing data, a person is engaged in their processing in order to further demonstrate an understanding of the information received, give arguments and draw a conclusion. Step by step, this process can be represented as follows:
- Personal motivation (cognitive-aesthetic level).
- Society oriented and critical analysis (social).
- The ability to draw a conclusion (understanding the author's concept).
- Understanding the author's idea.
- The appearance of one's own opinion and a polemical dialogue with the original version of the concept (autonomous).
Information Literacy Section
The task, set in 2002, was to identify the standards of information competence that has been formed in different libraries and countries, as well as to create an international standard for this parameter. In 2006, Jesús Lau released the Information Literacy Guide for Lifelong Education, which brings together data and analysis from the vast body of knowledge on the subject.
Here, the term is used to understand the knowledge and skills that are required for the correct identification of information, which is necessary to complete a task of a certain type or solve a problem. It also talked about the effective search for new knowledge, the reorganization and organization of information, its interpretation and analysis, as well as the assessment of its accuracy and relevance, including aesthetic norms and rules. In the structure of information competence were introduced andoptions for transferring the results of analysis and interpretation to others, the subsequent application of the data and the achievement of the planned result.
It is important that a competent citizen, whether in the status of a worker or a specialist, can adequately understand his needs for information, know where to start searching, how to extract the necessary from a huge amount of data, organize the flow of knowledge and, as a result, get from it benefit by applying the experience.
H. Lau's concept is based on:
- placed emphasis on the search for information itself, not sources;
- in addition to extracting and making sense of data, the emphasis is on the thought process (synthesis and evaluation);
- important is not simple knowledge of information, but the information process, i.e. choosing the right one and solving problems with it;
- the process of obtaining data should be written in the data evaluation method.
Achieving IR
To comprehend the necessary levels of information competence is quite difficult, this process is long, step-by-step and possibly endless due to the frequent updating of the data stream. To start this difficult journey, participants in the educational process are required to:
- include profile articles in research papers;
- navigate print and electronic publications;
- be able to use electronic search on a computer;
- develop a search strategy;
- select the right words for the search;
- use normative terminology as intended;
- apply logicalsearch strategy;
- don't be afraid to use other students' reviews.
Requirements for teachers to achieve information communicative competence:
- rethinking the role of the teacher himself as a source of new knowledge;
- organization of conditions for self-guided learning, an adjacent environment that combines practice and theory;
- stimulating the active position of the student, encouraging him to learn.
Requirements for methodical service:
- presence of information literacy professionals;
- correlation of types of information competence, the formation of the actual level of computer literacy due to a differentiated approach;
- Integration of IC into the content and structure of training courses;
- interaction of all participants in the educational process.
The current stage in the development of education is characterized by the introduction of a competency-based approach, which gives a clear orientation to the future, as well as the opportunity for each citizen to build their own path of education, taking into account success in their professional activities. Such an element helps to make the right choice based on an adequate assessment of one's capabilities in a particular situation. This approach is focused on the following position: in the process of learning, a person must acquire practice-oriented knowledge and develop them along with socially and professionally important qualities, thanks to which he will become successful in life.
A citizen must not onlyhave the necessary amount of knowledge, but also be able to apply it, find the best ways to achieve the goals, find information and analyze it, effectively organize their activities. The process of achieving IC can continue for many years, only a person can independently decide that the knowledge gained is enough for his professional activity.
