Conceptual model of the concept of digital literacy

Abstract

Digital literacy is recognized as a vital skill at the present stage of the evolutionary development of the information society. At first reading, the impression is that modern students know everything about digital devices, quickly understand technological innovations, can easily find any information they are interested in, and actively communicate in social networks. However, as the pedagogical practice shows the real situation at school demonstrates the need to further familiarize young people with the new opportunities and threats of the digital space. The preparation for the conscious, safe and productive use of digital technologies in practice to meet their intellectual and socio-economic needs, the formation of digital literacy should begin at school. Digital literacy should be recognized as the main resource for digital socialization of the digital society members and the development of a digital civilization. In this regard, it is especially important to define the content of digital literacy and build a conceptual model of the concept of digital literacy. In the course of comparative analysis and generalization of the results of domestic and foreign scientific research concerned with different types of human literacy, the actual components of digital literacy as well as seven main areas were identified. These are hardware and software fundamentals, information literacy, communication and collaboration, digital content creation, security, problem solving, career competencies. The detailed characteristics of the abovementioned are presented, the concept of digital literacy is clarified and a conceptual model of the concept of digital literacy is built. The conceptual model of the concept of digital literacy focuses on the conscious and rational use of digital technologies by a person in life-sustaining activity (target component); characterizes the system of knowledge, skills and abilities of a person in various areas of digital literacy (content component); presents a scheme for the development of digital literacy in the system of academic disciplines and demonstrates the interdisciplinary nature of the phenomenon of digital literacy (subject-methodological component); defines the list of manifestations of digital literacy in each of its areas in technical, cognitive, communicative, value, social, ethical, creative and other aspects (effective component). The model is based on the idea of forming a holistic and versatile narrative of the “digit”, digital data format, processing methods and properties of digital information, digital space.