Digital literacy is the content of the concept of its formation. Digital literacy as a component of life skills. Levels of digital (information) literacy. What role does digital literacy play for students in primary school? What significance does it have for the

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 area of ​​information security: only 38% of respondents do backups own data, and 44% of users do not know what to do correctly if they receive a letter with a virus from a friend.

This is evidenced by the results of the special research project of the NAFI Analytical Center “Digital literacy for the economy of the future.” As part of the project, all-Russian population surveys** were conducted, as well as a desk study of world practices in assessing the digital competencies of the adult population.

Russian Digital Literacy Index

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

Components of digital literacy:

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

The digital literacy index was calculated as the average value for all 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 percentage points and above).

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

In Moscow and St. Petersburg, as well as in cities with a population of over a million, the index is 59 percentage points, while in rural areas it is almost 10 percentage points. below – 49 p.p. The higher the level of education a person has, the higher his 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 percentage points among men and 50 percentage points among women).

In general, Russians with regard to digital competencies are characterized by stable sets of basic skills with a lack of knowledge and ethical attitudes (subindex for skills - 55 p.p., for attitudes - 53 p.p., for knowledge - 47 p.p.).

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 take the issue of information analysis seriously and prefer to study various resources (74%). In terms of skills, 81% find it easy necessary information on the Internet (among those who have a computer).

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

Computer literacy level

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

78% of users in Russia consider working on a computer to be easy. However, just under half of people over 55 (43%) are struggling. By comparison, only 10% of people 18-24 years old and 12% of people 25-34 years old find computer work difficult. This is easier for people with higher education (85%) than for those with a lower level of education (74%).

Only 59% of Russians can evaluate specifications computer. 75% of Russians use a computer to solve everyday problems - 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 knowledge of computer literacy is.

Media literacy level

Media literacy allows a person to navigate the media space, search for the necessary news, accepting 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 and navigate the large flow of events (26%). The younger a person is, the easier it is for him.

The majority of Russians (72%) are aware that the media they choose 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. People with higher education, as well as people aged 18 to 34, doubt the reliability of the information broadcast by the media the most.

Level of communication literacy

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 proportion is higher among young people. Measuring the level of communication skills involves assessing experience in using modern digital channels communication (messengers, social networks). The majority of Russians (75%) are fluent in using modern means communications

: primarily 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 standards that are used in life should be maintained in the online space.

Digital literacy and safety

The risks of gaps in digital literacy lie in an 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 website owners, service providers, and the state. 72% of users post personal photos online, and every fifth (19%) posts information about their family members. Only a third of respondents back up their own data (35%). Every fifth Russian makes payments through public (22%).

Wi-Fi networks 38% of Russians use the same password for different accounts.

44% of users will behave incorrectly if they receive emails with a virus from someone they know. Every tenth person will send a message with a virus back to the recipient, another 9% would open the letter. 4% believe that it is enough to restart the computer and that will the virus will disappear. At the same time, Internet users know how to behave when receiving an email from a stranger asking them to visit a website (71%).

Every tenth person will consult with a familiar specialist on this issue.

A person’s attitude towards 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 new products in the field of innovation (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 Knowledge in the field of working with information

Information skills Knowledge in the field of working with information

Installations in the area of ​​working with information

Computer literacy knowledge ,% of respondents, breakdown by

age groups Computer skills

,% of respondents, breakdown by education level

,% of respondents, breakdown by age groups Computer skills

,% of respondents, breakdown by education level

All respondents Computer skills

I don't question news from media I trust,% of respondents, breakdown by education level

Media literacy skills Knowledge in the field of working with information

Media literacy attitudes,% of respondents, breakdown by education level

Knowledge of communication literacy,% of respondents, breakdown by education level

Communication skills Knowledge in the field of working with information

,% of respondents, breakdown by education level

Attitudes in the field of communicative literacy Computer skills

Attitudes in the field of communicative literacy

,% of respondents, breakdown by education level

Knowledge about technological innovation Skills in using technological innovations

,% of respondents, breakdown by gender,% of respondents, breakdown by education level

Attitudes and attitudes towards technological innovation Digital Literacy Index

Attitudes and attitudes towards technological innovation, breakdown by age group

Attitudes and attitudes towards technological innovation, breakdown by type of settlement

,% of respondents, breakdown by education level

, value by type of literacy Skills in using technological innovations

, value by type of literacy Computer skills

, value by type of literacy“How safe do you think it is to use the Internet?”

,% of respondents, breakdown by Internet users/non-users Proportion of users who have sufficient knowledge and skills to protect their on the Internet, % of Internet users, breakdown by age group

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

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

, % of Internet users, breakdown by gender

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

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

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, breakdown by age group

“What will you do if email Has a virus been detected from someone you know?”,% Internet users

“What do you do if you receive an email from a stranger asking you to visit a website?”,% Internet users

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

** A representative all-Russian NAFI survey was conducted in November 2017. More than 1,600 people were surveyed in 140 localities in 42 regions of Russia. Age: 18 years and older. The statistical error does not exceed 3.4%.

DIGITAL LITERACY AS A COMPONENT OF LIFE SKILLS

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

DIGITAL LITERACY AS A COMPONENT OF LIFE SKILLS

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

Literacy, traditionally defined as the ability to read and write, has now come to reflect the rapid growth in the proliferation and use of digital devices, resources and services. The concept " 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. Like 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 (the skills to use services and cultural applications supported and distributed over the Internet), and the information component, which refers to the ability to optimally find, receive, select, process, transmit and use digital information.

A characteristic problem of the modern world is that acquiring the listed skills for people of the older generation is not always accessible and easy.

Since 2012 under Smolensk state university On the basis of the Social and Psychological Center, a social department “Wisdom” has been opened for older people (Institute of the Third Age), where people of the older generation are 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;

Possibilities Microsoft editor PowerPoint;

Techniques for recording information on external media;

Internet capabilities;

System of government structures.

As part of this program, older people develop the following basic digital literacy skills:

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;
• knowledge of information retrieval methods;
• ability to critically evaluate information;

2) relationship skills in the information environment:

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

3) media language proficiency:

• ability to create correct, clear and consistent communications, for example, via email;

4) creative use of ICT skills:

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

5) skills in the field of 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 due to their adaptation to new modern conditions.

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

The concept of “digital literacy” as a tool for information activities has gone beyond the ability to only use a computer and has begun 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 as a citizen. information society, consumer electronic services. Digital literacy is a framework concept that brings together important groups of skills.Computer literacyIncludes both user and technical skills in computers. Information literacy is the ability to formulate information needs, 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 determining the boundary of knowledge/ignorance. This is not yet the formulation of the request, but only the understanding that it is at this stage that new information is needed.

2. Ability to interpret information. Not just take notes and 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 consists of a person’s ability to:

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

· develop a search strategy, asking meaningful questions;

· find information relevant to this 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;

· present to the audience or to oneself one’s point of view, new knowledge and understanding, or a solution to a problem;

· realize that the use of information literacy skills in the process of solving a problem (or educational 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. Moreover, each of these indicators can be distinguished into high, medium and low levels of development. This kind of 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 a perceptual indicator, then for many people, even if one indicator is clearly expressed, the rest may appear in an undeveloped, “collapsed” state. One thing is certain: without a developed ability to analyze and evaluate texts and use them to solve any problems, it is impossible to talk about a high level of human information literacy. Practical skills to create texts alone cannot make an individual information literate.

Levels of content indicators of individual information literacy:

1. High level: awareness of the significance of information for solving a problem; developing an information search strategy; ability to independently find information; evaluate, analyze, sort information; form your own attitude to this information; the ability to present one’s own point of view to an audience; ability to process information software.

2. Average level: cannot fully understand the significance of information for solving any problem; develop an information search strategy; find information using clues, with partial help from the teacher; do not quite know how to evaluate, analyze, sort information and form their own attitude towards this information; have difficulty presenting their own point of view to an audience; It is difficult to process information using software.

3. Low level: does not realize the importance of information for solving any problem; cannot develop an information search strategy; find information only by detailed instructions teachers; do not know how to evaluate, analyze, sort information and form their own attitude towards this information; have difficulty presenting their own point of view to an audience; process information using 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 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 in demand and relevant here too. Let’s consider their application in various areas of additional education.

Use of IT in technical areas:

The use of IT in a technical direction in the modern world will not surprise anyone. This is the norm. And therefore we will not dwell on in this direction. In this regard, the age of students studying in associations has become younger. Now a teacher of additional education, he attends courses in robotics. The Palace's plans include writing a separate program for this course and active implementation of this circle into the system. Work is being carried out in quantity 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.

Use of IT in artistic direction:

Modern music education is showing increasing interest in computer technology. Musical informatics, which uses computer tools to master the necessary knowledge, skills and abilities, is widely practiced in music education Western countries. The area of ​​her attention is mainly teaching in 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, entertainment-based learning, interactive multimedia technology, the Internet.

Computer programs are also used in teaching how to play instruments, in developing an ear for music, in listening to musical works, in selecting melodies, in arranging, improvising, typing and editing music text. Computer programs make it possible to determine the range of an instrument, the performer’s fluency in passages, the execution of strokes and dynamic shades, articulation, etc. In addition, the computer allows you to learn pieces with an “orchestra”. Computer programs allow for musical and auditory analysis of melodies (themes) of works in the course of music history. For many musical disciplines, the computer is a valuable source of bibliographic and encyclopedic information.

In theoretical music lessons it is simply impossible to 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 layout of musical text, Band-in-a-Box, Cakework - programs for creating backing tracks, SoundForge - a program for processing musical fragments (changing format, trimming), TimeFactory - a program for changing key and tempo - have become an integral part of the work of a vocal studio.

Use of IT in physical education and sports:

At first 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 too. Here are some examples:

Text documents – applications, reports, regulations on competitions, printing of certificates. In parallel with text documents You can create a database based on the performance of school teams at sports competitions.

Using Multimedia: Activities physical culture 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 a presentation, you can demonstrate the technique of performing the movements being learned, historical documents and events, biographies of athletes, and coverage of various theoretical issues.

Using testing computer programs. Tests can be used at any stage of learning.

Using game video recordings for analysis.

ICT can be successfully used in extracurricular activities: various presentations, videos, making sports-themed slide shows to popularize sports.

Use of IT in the work of applied circles:

A knitting circle, an art studio, artistic design, bead embroidery, and modeling clothes for dolls also cannot do without IT. This is the creation of slide shows, presentations, video master classes. In a regular lesson, having started a film, the teacher can, as it were, “split into two.” On the screen he explains the operation, in the classroom he practically helps the child who is having difficulties. The same film can help the child make up for missed material.

Use of IT in military-patriotic direction:

In military-patriotic circles, teachers actively use various, including online, training programs. These include driving simulators; This is traffic rules in real time; These are different types of tests; This is watching various types of films in the areas of military applied skills.

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 increased efficiency and quality of additional education. Application of modern technical means training allows you to achieve desired result. The use of modern information technologies in the classroom makes learning bright, memorable, interesting for students of any age, and forms an emotionally positive attitude towards the subject being studied. The widespread use of computers makes learning more visual, understandable and memorable.

So, we come to the conclusion that information literacy of an individual is the totality of his motives, knowledge, skills, abilities that contribute to the selection, use, creation, critical analysis, evaluation and transmission of information messages, texts (in various 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 consider the positive and negative consequences of any change 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 carries enormous potential, but also poses 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.

The rapid growth in the number of digital resources and devices over the past decade has practically shaped the landscape of a new era - the era of digital devices, resources and services, on the one hand, and the deployment of a global information media environment, on the other. At the same time, there is an increase in the influence of the global media environment on humanity as a system of transmission, transmission, accumulation, creation and dissemination of knowledge in the information society.

The concept of “digital literacy” as a tool for information activities has gone beyond the ability to only use a computer and has begun 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 as a citizen of the information society and a consumer of electronic services.

Digital literacy is a framework concept that combines important groups of skills:

computer literacy includes both user and technical skills in the field of computers,

ICT literacy includes a communication component as a set of user skills for using services and cultural offerings that are supported by a computer and distributed over the Internet, and an information component that focuses on key aspects of a knowledge-based society: the ability to optimally find, receive, select, process, transmit, create and use digital information.

The UNESCO Information for All Program (IFAP), based on international experience, has formulated “indicators for the development of the information society,” defining digital literacy as an essential life skill. In May 2007, 16 key indicators were approved to monitor the process of achieving goals in the field of education in the context of the formation of the information society. Many of them are directly related to digital literacy: ICT skills, civic skills, self-learning skills, adult participation in lifelong learning. The high value of these key skills undoubtedly requires the continuous development of citizens' digital literacy. There are other indicators that include ICT skills. For example, international educational mobility of university students becomes possible due to the ability to continue their studies remotely. Professional development of teachers and teachers is another key indicator, which is achieved through the use of e-learning and distance courses that form new methodological skills, subsequently used in teaching practice. These examples show the importance of digital literacy in achieving the goals of the information society. Digital literacy is an important life skill that affects all areas of modern life and professional activity.

For seven out of sixteen indicators of the development of the information society, digital literacy plays a central role. In the last century, the shift from the production of goods to the provision of services has led to the construction of an economy based on information and knowledge. Computers replace workers in performing routine physical and mental tasks, but they also complement creative, research, and intellectual work. Modern organizations and companies are faced with the challenge of restructuring the work process, which means the emergence of distributed organizational structures, decentralization of decision-making, greater information sharing, flexible work hours and collaboration within the project team. Companies implementing such changes in organizational structures and business practices require new skills, especially in the field of ICT, new workplace organization using communications, information exchange and computer simulation of production processes. The percentage of routine mental and physical tasks in the economy is decreasing, while the percentage of non-routine analytical and interactive tasks is increasing. The resulting new personnel policy requires employees to be able to flexibly respond to complex problems, effectively use communications, process information, work in a team, use information Technology and produce new knowledge.

These skills are rarely taught in school (Partnership for 21st Century Skills website – www.21stcenturyskills.org). Today, a new challenge for the traditional education system is the need to lay the foundations of digital literacy at all levels of education, and this requires professional development of teachers and teachers. Issues of developing digital literacy in the general education system are resolved based on a review of decision-making experience on this issue in different countries, including the development of ICT integration into educational programs, to the information educational environment networking of schools and school management based on the use of ICT.

Digital literacy should be developed in relation to the overall 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 students' development of other basic skills and competencies. There is a growing body of national and international evidence of the positive impact digital technologies to overall measurable learning outcomes.

Digital literacy promotes learning success by allowing students to access information more easily as digital repository databases grow, making access easier than working with traditional, paper-based learning resources. A component of digital literacy is also the management information provided to students and used by them in their private lives when they enter into online communities and work with various networks. On the other hand, integrated and evaluative information becomes part of the skills taught in the classroom when the teacher acts as an information evaluator, showing students the differences between reliable and useless digital resources.

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

Access to information is defined as the identification of information sources, as well as the development of methods for 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. However, searching for information in this environment requires more sophisticated information management skills. When using the Internet, it is not always possible to apply existing traditional organizational or classification schemes to evaluate the content of a source. For example, books and magazines may be judged by the reputation of their publisher, but most websites have no indication that they are from a reputable, trustworthy institution. Evaluating information (making judgments about its adequacy, relevance, usefulness, quality, relevance or effectiveness) plays a special role here. The ability to determine the authority or timing of a source of information obtained online requires digital literacy skills that can only be acquired through training and practical experience. Thus, information management has become an essential part of digital literacy programs, which in turn builds on other literacies 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 interpreting and representing information using ICT tools. The most difficult task is to learn to synthesize, summarize, compare and identify contradictions in information received from a variety of sources. Integration requires solving certain technical problems: often different types data must be processed simultaneously.

Therefore, the integration process requires both visual and verbal literacy to compare and link texts, tables and images. Learning programs, formed with the integration of ICT into specific academic disciplines, acquire special value in this context and are oriented towards an interdisciplinary approach.

Creating new knowledge is a key task of all major literacies. Similarly, constructing a new digital information through adaptation, application of computer programs, design, invention or development of copyrighted materials also forms the core of digital literacy. ICT proficiency is among the primary technical skills that can support the creative process. ICTs stimulate the formation of new creative methods and genres in science and art.

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

In order to develop students' skills adequate XXI century, educators must learn to confidently use ICT and integrate digital literacy with their other professional competencies in life. Young teachers born in the digital era can become good example such specialists who actively use ICT, but do not yet necessarily have sufficient literacy to use ICT in the educational process. Teachers' digital literacy must include knowledge and skills in educational policy and ICT ethics, 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, and the diverse sets of skills required in these areas.