PROBLEMS OF PUPILS DIGITAL LITERACY

ПРОБЛЕМЫ ЦИФРОВОЙ ГРАМОТНОСТИ ОБУЧАЮЩИХСЯ

Зеваков Данил Владиславович

магистрант, Тюменский государственный университет,

РФ, г. Тюмень

Мастерских Светлана Валерьевна

канд. филол. наук, доц., Тюменский государственный университет,

РФ, г. Тюмень

ABSTRACT

This article is devoted to the problems of digital literacy of Russian school students. Statistical data on the number of Internet users in Russia and the world and their level of digital literacy are provided. The categories of citizens who are at risk and the reasons for this are given. In conclusion, possible ways to solve the problem of the low level of digital literacy of pupils are indicated.

АННОТАЦИЯ

Данная статья посвящена проблемам цифровой грамотности учащихся российских школ. Приводятся статистические данные о количестве интернет пользователей в России и мире, и уровне их цифровой грамотности. Приводятся категории граждан, которые входят в группу риска и причины этого. В заключении указываются возможные пути решения проблемы низкого уровня цифровой грамотности обучающихся.

Keywords: digital literacy, digital competence, digital educational environment.

Ключевые слова: цифровая грамотность, цифровая компетентность, цифровая образовательная среда.

Digital space has become an integral part of the life of modern society. Every day hundreds of millions of users use its capabilities for their professional, economic, consumer, educational, cultural and other purposes. Every year the number of such users is steadily growing. In their annual global survey of the digital sphere (Digital 2022 Global Overview Report), the creative agency "We Are Social" and the service for SMM Hootsuite claim that in comparison with 2021, the number of boarding users increased by 4% and amounts to 4.95 billion people (62.5% of the world population). In Russia the number of Internet users increased by 5.1% (6 million people). Now the average user spends almost seven hours a day on the Internet, which is almost 40% of the waking life [2]. It is largely due to the COVID-19 pandemic, when people began to actively engage in various new types of online activities. But along with the opportunities that the digital space opens up, a huge number of contradictions and threats arise. Every day Internet users become victims of cybercriminals. In Russia, the number of cybercrimes has increased 1.5 times over the past two years [1]. First of all, this problem appears due to the low level of digital literacy and competence of citizens.

But digital literacy is not limited to digital security. Digital literacy is a set of knowledge and skills that are necessary for the safe and effective use of digital technologies and Internet resources [3]. Digital literacy is based on digital competencies − the skills a person needs to use technology effectively. Digital competencies include: information retrieval, use of digital devices, use of social network functionality, financial transactions, online purchases, critical perception of information, multimedia content production, device synchronization. Digital security is the basis of security in the Network and includes the protection of personal data, a strong password, legal content, culture of behavior, reputation, ethics, storage of information, creation of backups [3].

According to the results of the NAFI study for 2021, for people with an initial level of digital literacy decreased from 7% to 4%. The share of Russians with a basic level of digital literacy has increased from 66% to 70%. The share of Russians with an advanced level of digital competencies has not increased – 27% of Russians have them, as in 2020. It is five percentage points lower than stipulated in the passport of the federal project for 2021 [4 The index was calculated using the DigComp methodology. Within the framework of this concept, the analysis of digital competencies is carried out according to five main parameters: information literacy; communicative literacy; digital content creation; digital security; problem solving skills in a digital environment.

Particularly vulnerable groups in the field of digital literacy are schoolchildren, young people, students, pensioners who fall into the risk zone and are in urgent need of education in the field of digital technologies. On the one hand in the case of pensioners it is clear that the use of the digital environment is accompanied by difficulties due to age, lack of knowledge, skills and experience, on the other hand in the case of schoolchildren, students and young people everything is different.

It is generally believed that modern schoolchildren were born and raised in the digital world. They have a wide range of digital skills. But learning in conditions of self-isolation has shown that the vast majority of schoolchildren do not have the proper level of digital skills necessary for the use of e-learning and distance learning technologies. It is due to the fact that there is a big gap between the school environment and the environment in which children are used to being outside of school. Children gain practical knowledge by pressing buttons without control, but almost no one explains the rules of using the Internet to them.

Children do not know how to search and process information, how to communicate online, how to create content, what can be posted online and what can not. At school, children also do not receive the necessary knowledge in the field of digital literacy.

School programs have not been relevant for a long time. If we take the curriculum of any Secondary School, it becomes clear that the formation of digital competence of students occurs, at best, within the subject of computer science, or as part of homework.

Purposefully, the formation of digital literacy of pupils in the classroom does not occur. The equipment of some schools does not meet today's standards, there are no digital laboratories. Teachers are not ready to use the digital environment and its resources. Analysis of the use of the Digital Educational Environment in everyday activities shows that only 25% of the administrative and teaching staff successfully uses them in their activities. The rest either does not use at all, or uses at the same time [3].

Thus, for the successful formation of digital skills of modern pupils, a system of purposeful efforts and actions of all participants in the educational process is necessary. It is important not to divide the digital environment between school and home. It is necessary to practice the cultural use of technical means (mobile gadgets and computers), capabilities and communications of the digital environment. Success in it can be achieved by revising existing curricula. Inclusion in the educational process of more practice-oriented tasks as well as special electives. Parents need to pay more attention to what their children do online and how they do it, but for this it is necessary to develop the required knowledge from the parents themselves.

References:

1. TASS [website]. URL: https://tass.ru/proisshestviya/12628881?utm_source=yandex.ru&utm_medium=organic&utm_campaign=yandex.ru&utm_referrer=yandex.ru (Date of access: 10/04/2022).
2. Kemp S. Digital 2022: Global overview report // DATAREPORTAL. 2022. [website]. URL: https://datareportal.com/reports/digital-2022-global-overview-report (Date of access: 10/04/2022).
3. Sidakova L.V. Using the digital educational environment in the professional activity of a teacher // Materials of the II Regional Forum "Modern digital educational environment: best practices of professional educational organizations", 2021. 6 p.
4. Analytical center «NAFI» [website]. URL: https://nafi.ru/analytics/vynuzhdennaya-tsifrovizatsiya-issledovanie-tsifrovoy-gramotnosti-rossiyan-v-2021-godu/ (Date of access: 10/04/2022).