Every fourth Russian has a high level of digital literacy. Digital literacy as a component of life skills

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

This is evidenced by the results of a special research project of the NAFI Analytical Center “Digital Literacy for the Economy of the Future”. Within the framework of the project, all-Russian polls of the population ** were carried out, as well as a desk study of world practices for assessing digital competencies of the adult population.

Russian digital literacy index

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

Components of digital literacy:

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

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

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

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

In general, Russians in relation to digital competencies are characterized by stable sets of basic skills with a lack of knowledge and ethical attitudes (the sub-index for skills is 55 pp, for attitudes - 53 pp, for knowledge - 47 pp).

Information literacy level

One of the signs of a sufficient level of knowledge is the ability to draw conclusions about a fact based on different sources. The majority of Russians are serious about analyzing information and prefer to study various resources (74%). In terms of skills, 81% easily find the information they need on the Internet (among those who have a computer).

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

Computer literacy level

The main features of a computer literate person are an understanding of the technical components of a computer and the ease of use of a device regardless of platform, as well as an understanding of the purposes of using gadgets.

78% of users in Russia find it easy to use a computer. However, just under half of people over 55 (43%) experience difficulties. For comparison, only 10% of people 18-24 years old and 12% of people 25-34 years old find working on a computer difficult. It is easier for people with higher education (85%) than for those with a lower level of education (74%).

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

Young people and male audiences are better versed in computers and software. The older a person is, the worse his or her knowledge of computer literacy is.

Media literacy level

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

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

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

Communication literacy level

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

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

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

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

Digital literacy and security

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

72% of users upload personal photos to the network, every fifth (19%) - information about their family members. Only a third of respondents make backup copies of their own data (35%). Every fifth Russian makes payments via public Wi-Fi networks (22%).

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

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

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

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

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

Information skills,% of respondents

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

Knowledge in the field of computer literacy

,% of respondents, breakdown by age groups

Computer literacy skills,% of respondents, breakdown by education level

,% of respondents, breakdown by age groups

Installations in the field of computer literacy,% of respondents, breakdown by education level

,% of respondents, breakdown by age groups

All respondents 18-24 25-34 35-44 45-54 55+
49 65 61 55 47 35
51 35 39 45 53 65

Knowledge in the field of media literacy,% of respondents, breakdown by education level

Have a higher education No higher education
I compare different news sources to make sure the media coverage of different events is true. 67 44
I do not question news from the media that I trust 33 56

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

Attitudes in the field of media literacy,% of respondents

Knowledge in the field of communication literacy,% of respondents, breakdown by age groups

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

Attitudes in the field of communication literacy,% of respondents

,% of respondents, breakdown by age groups

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

Knowledge about technological innovation

,% of respondents, breakdown by age groups

Skills in using technological innovation,% of respondents, disaggregated by gender

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

Digital Literacy Index, breakdown by age group

Digital Literacy Index, breakdown by type of settlement

Digital Literacy Index, value by type of literacy

,% of respondents, breakdown by age groups

"How safe do you think it is to use the Internet?",% of respondents, disaggregated by gender

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

"How safe do you think it is to use the Internet?",% of respondents, breakdown by using / not using the Internet

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

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

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

,% of Internet users, disaggregated by gender

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

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

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

"What do you do if a virus is found in an email from someone you know?",% of Internet users

"What do you do if there is an email from a stranger asking you to visit a website?",% of Internet users


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

** Representative all-Russian survey by NAFI was conducted in November 2017. More than 1600 people were interviewed in 140 settlements in 42 regions of Russia. Age: 18 and over. The statistical error does not exceed 3.4%.

DOI: 10.12731 / 2218-7405-2017-6-2-35-38

TO THE QUESTION OF DIGITAL LITERACY

Berman N.D.

ORCID: 0000-0002-3 573-048X, Pacific State University, Khabarovsk, Russian Federation

The article discusses the concept of "digital literacy". A distinction is made between computer and digital literacy. The structural components of digital literacy are determined.

Key words: information; digital technologies; digital literacy; computer literacy; digital competencies; digital security; digital consumption; Information Technology.

TO THE QUESTION OF DIGITAL LITERACY Berman N.D.

ORCID: 0000-0002-3573-048X, Pacific National University, Khabarovsk, Russian Federation

This article deals with the concept of "digital literacy". A distinction is made between computer and digital literacy. Identifies the structural components of digital literacy.

Keywords: information; digital technology; digital literacy; computer literacy; digital competence; digital security; digital consumption of information technology.

In the last ten to fifteen years, the level of automation and computerization of all spheres of human activity has not only increased, but has moved to a new qualitative level. Now it is impossible to find at least some significant area of ​​human life that is not affected by digital technologies. Digitalization has become a dominant factor in the development of interpersonal communications, professional activity in almost any direction, education, receipt and provision of services (including public services), recreation and much more. Any Internet user has the ability to access a huge amount of various information. Digital technologies are used both as high-tech means of communication and as a tool for education and work.

However, at present, the pace of computerization is somewhat ahead of the skills and abilities of the bulk of users. In this regard, the issue of digital literacy is very acute.

The concept of "digital literacy" emerged. A distinction should be made between digital and computer literacy. Computer literacy refers to the ability and skills to work on a computer, manage files and folders, knowledge of the basics of computer science, minimal knowledge of basic office programs. Digital literacy (English digital fluency) is determined by the set of knowledge and skills that are necessary for the safe and effective use of digital technologies and Internet resources. Digital literacy is the ability of a person to use digital tools (in the broadest sense) for their own benefit. For a highly qualified specialist, it is necessary to be able to deal with online services, communicate with colleagues using modern and constantly changing technical means: smartphone, tablet, laptop, use chat or webcam, etc. To be able to read from the screen of a digital device and assimilate this information, use various digital tools to increase the efficiency of your work, apply cloud technologies to work anywhere and anytime.

Digital literacy includes the personal, technical, and intellectual skills that are required to live in a digital world. As digital technologies become mainstream in society, the understanding of digital competence has expanded from technical aspects to a broader understanding of the application of digital technologies - social, ethical and economic.

The concept of digital literacy includes three components: digital competence, digital consumption and digital security.

Digital competencies include: possession of Internet search technologies, the ability to critically perceive information and check it for reliability, the ability to create multimedia content for posting on the Internet, the willingness to use mobile communications, the ability to perform financial transactions via the Internet, use online services to obtain services and goods.

Digital consumption reflects the level of accessibility of various digital technologies, both hardware and software, and the level of their use: the availability of broadband and mobile Internet, the availability of digital devices, the number of online media in the region, online stores, the level of provision and use of government services in electronic form ...

Digital security includes the possession of skills for safe networking of both technical and socio-psychological nature: the ability to protect your personal data, ensure the confidentiality and integrity of information, protect it from computer viruses, attitude towards pirated media content and software, the level of communication culture on social media, ethical and legal compliance when posting digital content online.

The formation of digital literacy of students should not be limited only to the study of disciplines of the information cycle such as computer science or information technology

in professional activity, but acquire an interdisciplinary character. Since in the Federal State Educational Standards of Higher Education, the requirements for the results of mastering basic educational programs are presented in the form of possession of general cultural, general professional and professional competencies, most of which cannot be mastered without digital literacy and knowledge of information technology.

Bibliography

1. Akhmetzhanova G.V. The system of scientific support of additional professional education in the information and educational corporate environment // Science Vector of Togliatti State University. Series: Pedagogy, Psychology. 2016. No. 1 (24).

2. Berman N.D. Formation of information competence of students // Modern studies of social problems (electronic scientific journal). 2017. Volume 8. No. 2-2. S. 28-34. s! o1: 10.12731 / 2218-7405-2017-2-2-28-34.

3. Digital future. Catalog of Media and Information Literacy Skills II Interregional Center for Library Cooperation (ICBC), Moscow. 2013.S. 68.

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 accommodate the explosive growth 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 of informational activity, 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 a 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, via 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;

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.

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 the respondents' strengths the ability 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. So, 74% of respondents prefer to search for the necessary information on various Internet resources, and 81% say that 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 assess the technical characteristics of a 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 make backup copies of their 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 will 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.

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

Digital literacy as a component of life skills.

Digital (information) literacy levels.

What is the role of digital literacy in primary school. What value does it have for an elementary school teacher.

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.

Modern practical skills are a complex system of knowledge, abilities, skills and motivational factors that need to be developed in accordance with specific areas of activity. Digital literacy is most important for ICT users, e-business professionals and ICT professionals.

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

· Effectively select and use information systems and ICT devices;

· Use open source software in everyday life;

· Use specialized ICT tools and tools for work;

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

The skills of an e-business professional are the skills required to harness the power of this Internet-based activity. Among the most important skills are the following:

· Rationalization of management;

· Promotion of the most effective and efficient ways of organizing business;

· Mastering new ways of managing an existing business; · Building a new business.

The skills of an ICT specialist require a high level of specialist knowledge necessary to:

· Research, develop and improve ICT tools;

· Manage, produce, provide marketing and sell ICT tools and services;

· Advise, implement and install ICT-based applications;

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

Students' media literacy rates can vary markedly depending on the availability of opportunities to use the media environment and receive support from adults.

The MIG starting level can be classified as follows:

· Elementary level: there are no reading and writing skills, language skills are very poorly developed, as well as basic knowledge in the field of media use technologies; limited or no options for using media at home.

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

· Advanced level: developed reading and writing skills, experience of independent use of media (video, television, radio); extensive practice of using a variety of technical devices; the ability to use a variety of media resources at home.

Information literacy of teachers and students runs like a red thread through the concept of new educational standards. "The awareness of children has sharply increased. If earlier the school was the main source of information for the child about the world, man, society, nature, today the media are an essential factor in the formation of a picture of the world in children. The negative consequences of the information shock should be neutralized by the positive, developing potential of the information environment. Already at the first stage of education, the education system should make full use of new opportunities - the information potential of the Internet, various distance learning forms, and others. "

Education received in elementary school is the basis, the foundation of all subsequent education. This also applies to how we teach junior schoolchildren to own information: to know the sources of information, to be able to look for an answer to a question of interest, to select correctly (in accordance with the topic and task) information, to correctly formulate and present the selected material, that is, we are talking about the information competence of students.

The term "information literacy" refers to the totality of skills in working with information (data). These skills are formed in the lessons in subjects, in electives, in circles and are applied when performing assignments that involve active steps to search, process, organize information and create their own information objects, for example, when working on projects.

Skills related to information literacy, students can master in any lessons, electives, in circles when performing some types of tasks.

Thus, a modern teacher is required to find and apply forms, methods and techniques of educational activities that maximally contribute to the formation of information literacy of students. To solve this problem, it is possible to use the methods and techniques of design and research activities, which have already become firmly established in the modern educational process. Possessing broad integration capabilities, design and research activities also contribute to the formation of universal educational activities defined by new educational standards. "A feature of the content of modern primary education is not only the answer to the question of what a student should know (remember, reproduce), but also the formation of universal educational actions in personal, communicative, cognitive, regulatory spheres that ensure the ability to organize independent learning activities."

The formation of the above skills related to information literacy of students will be more successful if the components of the educational process, educational activities and additional education are closely interconnected.

In our school, thematic decades are held annually in subjects, the organization of which combines the roles of a teacher as a teacher, class teacher, teacher of additional education. Within 10 days, material is being prepared on a specific topic. As it accumulates, all students get acquainted with the material in the lesson or outside the lesson. And such a decade ends with an extracurricular event, or the manufacture of a product that summarizes all the previous work. The themes of the decades correlate with the calendar-thematic planning in subjects or with the plan of educational work. In the course of the implementation of the idea, a lot of work is being done, both on the part of the teacher and on the part of the students.

Next comes the collection and processing of information by students. Children learn to use various sources of information, determining which one is more effective for a particular type of information. There is a large proportion of students' independent work. The teacher only introduces children to the sources of information (reference books, encyclopedias, the Internet, their own experience and observations) and directs them along the necessary search path. Pupils acquire the skills of scientific organization of labor, the ability to use the means of information and communication technologies is formed. Parents are also involved in the work.

The students collect and processed information in the form of a report, wall newspaper or computer presentation. When decorating, individual abilities, imagination, invention of children are manifested. The ability to create information objects is being formed.

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

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

Here is one example of examples of organizing and conducting a thematicdecade in our school this year.

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