Трансформация представлений о цифровой грамотности и российская специфика; Вестник Томского государственного университета. Философия. Социология. Политология; № 84
| Parent link: | Вестник Томского государственного университета. Философия. Социология. Политология.— .— Томск: Изд-во ТГУ № 84.— 2025.— С. 136-147 |
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| 要約: | Заглавие с экрана Рассматривается эволюция подходов к определению понятия «цифровая грамотность». Цель работы - экспликация подходов к пониманию цифровой грамотности, которая позволяет выявить тенденции в трансформации представлений о данном виде грамотности в условиях дальнейшего развития информационнокоммуникационных технологий. Было выявлено несколько тенденций в исследованиях цифровой грамотности, проявляющих себя в дальнейшем развитии стандартизированных определений, в переосмыслении школьной грамотности в соответствии с меняющимися информационными технологиями и т.д. Авторы заявляют об отсутствии конфликта интересов The creation of new information and communication technologies at the turn of the 21st century required the formation of new skills for working with an ever-increasing amount of information, as well as a deep knowledge of the nature of digital technologies. Under these conditions, the concept “digital literacy” was introduced into scientific discourse, designed to reflect the ongoing changes in perceptions of literacy in the digital age. The high dynamics of the development processes taking place in the field of digital technologies, the involvement of an increasing number of countries with different economic, social, and intellectual potential in this area necessitate the improvement of our understanding of what is happening and requires further study of ideas about digital literacy. The aim of this study is to identify the main trends in the transformation of ideas about digital literacy in both foreign and domestic research. In the course of this study, analytical and comparative methods were applied, the combination of which allows identifying the features of the approaches under consideration in relation to the interpretation of digital literacy, achieving the best understanding of the processes taking place in modern society, as well as obtaining results that can have practical significance related to finding invariant requirements for this type of literacy, which can be used in the work to improve educational programs in the field of computer science. The study revealed several key trends in modern digital literacy research, which manifest themselves in the further development of standardized definitions, including an indication of a particular set of knowledge and skills that define national and international standards of digital literacy, and in the actualization of the desire to rethink school literacy in accordance with changing information and communication technologies. It was found that in Russian research on information literacy, there is a tendency to analyze the concept “digital literacy” in connection with the development of the so-called digital economy and consider it in conjunction with the concept “financial literacy”, which is somewhat at odds with those areas of digital literacy research that are being developed by foreign scientists. It was established that the further development of digital technologies raises additional questions for researchers and forces them to look for new approaches to conceptualizing ideas about digital literacy. The authors declare no conflicts of interests Текстовый файл |
| 言語: | ロシア語 |
| 出版事項: |
2025
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| 主題: | |
| オンライン･アクセス: | https://www.elibrary.ru/item.asp?id=82381274 |
| フォーマット: | MixedMaterials 電子媒体 図書の章 |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=684139 |
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| 330 | |a The creation of new information and communication technologies at the turn of the 21st century required the formation of new skills for working with an ever-increasing amount of information, as well as a deep knowledge of the nature of digital technologies. Under these conditions, the concept “digital literacy” was introduced into scientific discourse, designed to reflect the ongoing changes in perceptions of literacy in the digital age. The high dynamics of the development processes taking place in the field of digital technologies, the involvement of an increasing number of countries with different economic, social, and intellectual potential in this area necessitate the improvement of our understanding of what is happening and requires further study of ideas about digital literacy. The aim of this study is to identify the main trends in the transformation of ideas about digital literacy in both foreign and domestic research. In the course of this study, analytical and comparative methods were applied, the combination of which allows identifying the features of the approaches under consideration in relation to the interpretation of digital literacy, achieving the best understanding of the processes taking place in modern society, as well as obtaining results that can have practical significance related to finding invariant requirements for this type of literacy, which can be used in the work to improve educational programs in the field of computer science. The study revealed several key trends in modern digital literacy research, which manifest themselves in the further development of standardized definitions, including an indication of a particular set of knowledge and skills that define national and international standards of digital literacy, and in the actualization of the desire to rethink school literacy in accordance with changing information and communication technologies. It was found that in Russian research on information literacy, there is a tendency to analyze the concept “digital literacy” in connection with the development of the so-called digital economy and consider it in conjunction with the concept “financial literacy”, which is somewhat at odds with those areas of digital literacy research that are being developed by foreign scientists. It was established that the further development of digital technologies raises additional questions for researchers and forces them to look for new approaches to conceptualizing ideas about digital literacy. The authors declare no conflicts of interests | ||
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