Russians are well versed in the media space, but at the same time they are poorly versed in gadgets and are frivolous in matters of cybersecurity. This is the conclusion made by NAFI experts when analyzing the digital literacy of the country's residents.

The digital literacy index of Russians is 52 percentage points (pp, the maximum value is 100), experts from the Analytical Center of the National Agency for Financial Research (NAFI) found out.

Analysts understand digital literacy as a basic set of knowledge and skills that enable a person to work effectively, communicate and receive information in a digital environment. The index consists of several components: information, computer, communication and media literacy, as well as attitudes towards technological innovation. Analysts determined the index of each component, after which they calculated the overall level of digital literacy of the population. The study was conducted in the form of a survey (1.6 thousand people over the age of 18 in 42 regions of Russia participated) in November 2017.

The authors of the study (RBC has a copy) called strong point the ability of respondents to navigate the media environment and analyze information from various media (media literacy). The index of this component amounted to 65 p.p. out of 100 possible. The majority of Russians (72%) realize that the media they choose themselves do not always present information reliably. The veracity of media reports is most doubted by people with higher education, as well as people between the ages of 18 and 34.

Russians demonstrate less developed competencies in the issue of information literacy (54 pp). By this concept, researchers mean the ability to search for information in various sources, compare it and draw conclusions based on this comparison. Thus, 74% of respondents prefer to search necessary information on various Internet resources, and 81% say they do it with ease. At the same time, 45% of respondents do not think that some of the information received on the Internet can be harmful.

Analysts estimated the attitude to technological innovation at 47 pp. According to the survey, 58% of respondents believe that modern technologies help in life, the remaining 42%, on the contrary, are sure that they interfere.

Analysts rated communicative literacy at 46 pp. This indicator reflects the ability to analyze the position of another person speaking on the Internet, as well as the experience of using instant messengers and social networks for communication. The majority of Russians (75%) freely use modern means of communication, while 76% of respondents are sure that the same communication norms that are used in everyday life should be preserved in the online space.

In computer literacy - a similar index (46 pp). The main features of a computer literate person are an understanding of the technical components of a computer and the ease of use of the device regardless of the platform. Analysts estimate that 78% of Russian users find it easy to use a computer. Only 59% of Russians can estimate specifications computer. 75% of Russians use a computer for everyday tasks - for work, study or leisure and entertainment.

Digital frivolity

Russians tend to be frivolous in the field of information security, the study says. Thus, 55% of Russians are sure that the protection of personal data is not their concern. In their opinion, this should be done by the site owners, service providers or the state. Only a third of respondents do backups own data (35%). Every fifth Russian makes payments via public Wi-Fi networks (22%), and 38% of Russians use the same password for different accounts, which makes it easier for attackers to hack them.

Upon receiving a letter with a virus from a friend, 56% of respondents will not open the letter and inform the sender that their computer is infected with a virus. The remaining 44% will behave incorrectly: they will either send a message with the virus back to the addressee, or, after opening the letter, they will restart their computer in the hope that the virus will disappear.

DIGITAL LITERACY AS A COMPONENT OF LIFE SKILLS

Timofeeva Natalia Mikhailovna
FSBEI HPE "Smolensk State University"
Candidate of Pedagogical Sciences, Associate Professor

annotation
The article discusses the formation of digital literacy in elderly people in order to adapt them to new modern conditions, improve their quality of life. The basic skills for interacting with the digital environment, formed within the framework of the "Fundamentals of Computer Literacy" program, are revealed.

DIGITAL LITERACY AS A COMPONENT OF LIFE SKILLS

Timofeeva Natalia Mikhailovna
Smolensk State University
Ph.D., assistant professor of informatics

Abstract
The article deals with development of digital literacy among the elderly with the purpose of adapting them to new conditions, improving their quality of life. Describes the basic skills to interact with a digital environment, formed in the framework of the program "bases of computer literacy".

Literacy, traditionally defined as the ability to read and write, has now come to account for the rapid growth in distribution and use of digital devices, resources and services. The concept of “ digital literacy ", Which has become a basic component of education and scientific and technological progress and is defined as a set of essential life skills. As a tool information activities it includes groups of skills that are important for a modern person:

- computer literacy combining user and technical skills in the use of computer technology;

- ICT literacy, which combines the communication component (skills for using services and cultural applications supported and distributed over the Internet), and the information component, which means the ability to find, receive, select, process, transmit and use digital information in the best way.

A characteristic problem of the modern world is that the acquisition of these skills for older people is not always accessible and easy.

Since 2012, at the Smolensk State University on the basis of the Social and Psychological Center, a social department "Wisdom" for the elderly (Institute of the Third Age) has been opened, where the older generation is provided with additional educational services under the "Fundamentals of Computer Literacy" program. The main content sections of this program are:

Basics of working with personal computer and computer architecture;

Operating system;

Word text editor;

Microsoft PowerPoint editor capabilities;

Techniques for recording information on external media;

Possibilities of the Internet;

The system of state structures.

Within the framework of this program, the following basic digital literacy skills are formed in older people:

1) information use skills:

• understanding the meaning of information in the 21st century;
• knowledge of how to choose a source of information depending on the type of activity and the specifics of the task;
• possession of information retrieval methods;
• the ability to critically evaluate information;

2) relationship skills in the information environment:

• the ability to join the selected community and participate in its life, for example, participation in communities of interest;
• the ability to create accounts on social networks;
• the ability to interact with people living in different parts of the planet, for example, by means Email, social networks, Skype;

3) proficiency in media language:

• the ability to create correct, clear and consistent information messages, for example, via e-mail;

4) skills in the creative use of ICT:

• the ability to select the necessary content;
• the ability to create simple texts and multimedia presentations using special software tools;

5) skills in ethics in the information environment:

• knowledge of the right to access information and the restrictions associated with it;
• understanding of the obligation to comply with laws regarding copyright, the right to privacy;

6) information security skills:

• knowledge of the need to protect personal information;
• knowledge of the risks of working in computer networks.

The discovery of such gerontological structures is intended to significantly improve the quality of life of older people through their adaptation to new modern conditions.

Digital literacy as a component of life skills. Digital (information) literacy levels. The role of digital literacy of students in the practice of additional education.

The concept of "digital literacy" as a tool of information activity has gone beyond the ability to only use a computer and began to be considered in a number of concepts related to technological literacy: computer and ICT literacy. Digital literacy serves as a catalyst for development, because it promotes self-education and the acquisition of other important life skills of the citizen of the information society, the consumer of electronic services. Digital literacy is a framework that brings together important groups of skills.Computer literacyincludes both user and specialized computer technical skills. Information literacy is the ability to formulate an information need, request, search, select, evaluate and interpret information, in whatever form it is presented. There are two very important points in this definition:

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

2. Ability to interpret information. Not just outline, assimilate the material, but draw your own conclusions from it, clearly formulate the semantic results of the search and present them in the form of a new information product.

We can say that information literacy is a “technology” of learning. It is made up of a person's skill:

· To realize the personal need for information to solve a particular problem;

· Develop a search strategy by asking significant questions;

· Find information relevant to a given topic;

· Evaluate the relevance of the information found, sort, organize, analyze it;

· Evaluate the quality of information, accuracy, authority and reliability;

· Form your own attitude to this information;

· To present to the audience or to yourself your point of view, new knowledge and understanding or solution of the problem;

· Realize that the use of information literacy skills in the process of solving a problem (or learning task) can be extended to all areas of a person's life.

These skills are defined by the concept of "information literacy", so we can take them as indicators. At the same time, each of these indicators can be distinguished by high, medium and low levels of development. This typology gives an idea of ​​a differentiated approach to the development of information literacy, when, in the presence of high levels of contact or creative indicators, an average or even low level of information and evaluation indicators is possible. If we talk about the levels of the perceptual indicator, then in many people, in the presence of a pronounced one indicator, the rest may appear in an undeveloped, "collapsed" state. Undoubtedly, one thing: without a developed ability to analyze and evaluate texts, their use for solving any problems, it is impossible to talk about a high level of human information literacy. Practical skills in creating texts alone cannot make an individual information literate by themselves.

Levels of meaningful indicators of information literacy of an individual:

1. High level: awareness of the importance of information for solving a problem; developing a strategy for searching for information; the ability to independently find information; evaluate, analyze, sort information; form your own attitude to this information; the ability to present your own point of view to the audience; ability to process information by software.

2. Intermediate level: not quite able to understand the importance of information for solving a problem; develop a strategy for searching for information; find information by prompts, with the partial help of a teacher; do not quite know how to evaluate, analyze, sort information and form their own attitude towards this information; find it difficult to present their own point of view to the audience; to process information by software with difficulties.

3. Low level: does not understand the importance of information for solving any problem; cannot develop a strategy for searching for information; find information only by detailed instructions teachers; do not know how to evaluate, analyze, sort information and form their own attitude to this information; have difficulty representing their own point of view of the audience; process the information by software using detailed instruction cards.

Today, additional education for children is considered as the most important component of the educational space, it is socially in demand and needs constant attention and support from society and the state as an education that combines the upbringing, training and development of the child's personality. Additional education, based on its originality, organically combines various types of organization of meaningful leisure. Information technologies are both in demand and relevant here. Consider their application in different areas additional education.

The use of IT in the technical direction:

The use of IT in a technical direction in modern world you will not surprise anyone. This is the norm. And therefore we will not dwell in detail on this direction. In this regard, the age of the students involved in associations has become “younger”. Now a teacher of additional education, attends courses in robotics. The plans of the Palace include writing a separate program for this course and actively introducing this circle into the system. The work is carried out by the number of computer programs ( Adobe photoshop, Microsoft Office Publisher, Adobe InDesign).

I would like to draw attention to how IT can be used in areas that, at first glance, are far from technology and science.

Using IT in an artistic direction:

Contemporary music education is showing an increasing interest in computer technology. Musical informatics, using computer tools in order to master the necessary knowledge, skills and abilities, is widely practiced in the music education of Western countries. The sphere of her attention is, mainly, teaching in the subjects of musical-theoretical and historical cycles, as well as solving some educational problems related to performing and composing activities. These include: computer assisted learning, fun learning, interactive multimedia technology, internet.

Computer programs are also used in teaching to play the instruments, in the development of musical ear, in listening to musical works, in the selection of melodies, in arrangement, improvisation, typing and editing of musical text. Computer programs allow determining the range of the instrument, the performer's fluency in passages, the execution of strokes and dynamic shades, articulation, etc. In addition, the computer allows you to practice orchestral pieces. Computer programs make it possible to carry out musical and auditory analysis of melodies (themes) of works in the course of the history of music. For many musical disciplines, the computer appears to be a valuable source of bibliographic and encyclopedic information.

In theoretical music lessons, you simply cannot do without presentations. Teachers working in vocal and theater studios also actively use IT in their work. Programs such as Finale - a program for typing and typesetting musical text, Band-in-a-Box, Cakework - programs for creating backing tracks, SoundForge - a program for processing musical fragments (format change, trimming), TimeFactory - a program for changing the key and tempo - have become an integral part of the vocal studio work.

The use of IT in the physical culture and sports direction:

At the first moment it seems that it is impossible to use IT in a physical education lesson, because physical education is, first of all, movement. However, practice shows that the use of IT is appropriate here as well. Here are some examples:

Text documents - applications, reports, regulations on competitions, printing of letters. Parallel to text documents you can create a database on the results of the performances of the school's teams at sports competitions.

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

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

Using video recordings of games for analysis.

ICT can be successfully used in extracurricular activities: various presentations, videos, making slideshows of sports topics to popularize sports.

The use of IT in the work of applied circles:

A knitting circle, art studio, art design, beadwork, modeling clothes for dolls also cannot do without IT. This is the creation of slideshows, presentations, video master classes. In a regular lesson, by launching a film, the teacher can, as it were, “split in two”. On the screen, he explains the operation, in the classroom he practically helps the child who has difficulties. The same film can help the child make up for the missing material.

The use of IT in the military-patriotic direction:

In military-patriotic circles, teachers actively use various, including online, training programs. These are driving simulators; this is traffic rules in real time; these are various types of tests; this is a viewing of various types of films in the areas of military-applied art.

The results of the use of ICT in additional education are the comprehensive development of students, the organization of the learning process at a higher methodological level, and an increase in the efficiency and quality of additional education. The use of modern technical teaching aids allows you to achieve the desired result. Use of modern information technologies in the classroom makes learning bright, memorable, interesting for a student of any age, forms an emotionally positive attitude towards the subject being studied. Extensive use of the computer makes learning more visual, understandable and memorable.

So, we come to the conclusion that information literacy of an individual is a combination of his motives, knowledge, skills, abilities that contribute to the choice, use, creation, critical analysis, assessment and transmission of information messages, texts (in different types, forms and genres), analysis of complex processes of functioning of information flows. For a person living in the digital age surrounded by ICT, it is important to develop a conscious perception of technological progress. To make informed decisions, he must take into account the positive and negative consequences of any changes and understand that when choosing technological alternatives, progress is only one of several possible options... The successful development of ICT and media technologies will depend on our ability to make informed decisions, anticipating their potential impact. The global communications society has enormous potential, but it also carries certain risks. This potential can be realized in the interests of society, subject to the continuous strengthening of the consciousness and responsibility of each person and society as a whole.

Digital literacy should be developed in relation to the general objectives of education: if the use of ICT is a basic skill, it should be included in the school curriculum. Digital literacy appears to have a beneficial effect on the development of other basic skills and competencies in learners. There is a growing body of national and international evidence of the positive impact of digital technology on overall measurable learning outcomes.

Digital literacy contributes to successful learning: learners gain access to information more easily as the volume of digital repository databases grows, making it easier to access than working with traditional, paper-based learning resources. A component of digital literacy is management information provided to and used by students in their private lives as they enter online communities and work with different networks. On the other hand, integrated and evaluative information becomes part of the classroom skills as the teacher acts as an information evaluator, showing students the difference between reliable and useless digital resources.

The most important components of digital literacy are common to future computer users and ICT professionals - access, management, assessment, integration, creation and communication of information exchange in individual or group work on the network, support for computer technology, web-based environment for learning, work and leisure ... These skills are directly related to core competencies; hence, digital literacy is as essential as traditional literacy — reading and writing, math skills, and social behavior management. Shown below is the relationship between the components of digital literacy and core competencies.

Access to information is defined as the identification of information sources, as well as mastering the methods of collecting and obtaining information, which is one of the basic components of literacy. The digital environment significantly increases the volume of potential sources of knowledge. Finding information in this environment, however, requires more sophisticated information management skills. When using the Internet, it is not always possible to apply existing traditional organizational or classification schemes to assess the content of a source. For example, books and magazines may be judged on the reputation of their publisher, but most websites have no indication that they are from a reputable, trustworthy institution. Evaluation of information (making judgments about its adequacy, relevance, usefulness, quality, relevance or effectiveness) plays a special role here. The ability to determine the credibility or time of creation of a source of information obtained online presupposes the possession of digital literacy skills that a person can acquire only through training and practical experience. Thus, information management has become an essential part of digital literacy programs, which, in turn, builds on other types of literacy and provides students with the tools to develop them.

Integration- Another skill related to basic competencies. In the case of digital literacy, this skill involves the interpretation and representation of information using ICT tools. The most difficult task is learning how to synthesize, summarize, compare and reveal contradictions in information received from various sources. Integration requires the solution of certain technical problems: often different types of data must be processed simultaneously.

Therefore, the integration process requires both visual and verbal literacy in order to compare and link with each other texts, tables and images. Curricula formed with the embedding of ICT in specific academic disciplines acquire special value in this context and are focused on an interdisciplinary approach.

The creation of new knowledge is a key task of all basic types of literacy. Similarly, the construction of a new digital information through adaptation, application of computer programs, design, invention or development of copyrighted materials also constitutes the core of digital literacy. ICT proficiency is among the foremost technical skills that can support the creative process. ICTs stimulate the formation of new methods of creativity and genres in science and art.

Finally, communication is an important component of basic literacy that has radically changed in the digital age. ICTs enable information to be transmitted faster and more convincingly to a wider audience than any previous means of communication could provide. Digital literacy can support other types of literacy by providing the most appropriate and convenient communication channel to adapt and provide information in a variety of sociocultural contexts.

In order to develop 21st century skills in students, educators must learn to confidently use ICT and integrate digital literacy with their other professional competencies in life. Young teachers who were born in the digital age can be a good example of such professionals who actively use ICTs, but not yet necessarily have sufficient literacy to use ICTs in the educational process. The digital literacy of educators must include knowledge and skills in educational policy and the ethics of ICT use, and they must keep up with the pace of innovation in digital education. Digital literacy of teachers should include the ability to effectively use ICT in teaching, professional development and organization of educational activities, a variety of sets of skills required in these areas.