The advent of the information age was marked by the introduction of a huge amount of information technology into our daily lives. They make our life easier, they also impose certain restrictions on us. The widespread use of information and computing systems and the exponential growth in the volume of information necessary for a person to successfully function in the information society have led to the need for a new competence - information.

For the first time the term information competence" was used in 1992 during the discussion of the problems of secondary education by the Council of Europe. During this symposium, European scientists compiled the following list of key competencies that a person needs for adaptation and self-realization in the information society:

Study;

Cooperate;

Get down to business;

Adapt.

After Russia's entry into the Bologna process, this problem attracted the attention of domestic researchers as well. Taking into account the experience of European colleagues, Russian scientists have identified the following key competencies:

Educational and cognitive;

Informational;

Value-semantic;

general cultural;

Communicative;

Personal self-improvement;

Social and labor.

According to A.V. Khutorsky, the introduction of a competency-based approach into the domestic education system will solve a problem characteristic of the Russian education system, when students, having a high level of theoretical knowledge, experience difficulties in their implementation in practice when solving specific life tasks or problem situations.

The developers of the Concept for the long-term socio-economic development of the Russian Federation for the period up to 2020 fully share this point of view, referring to the number of priority tasks to ensure the innovative nature of Russian education, including through a competency-based approach, the relationship of academic knowledge and practical skills.

Despite the fact that a number of domestic and foreign scientists deal with the problem of studying the genesis of the concept of "information competence", the content of this concept in the scientific and pedagogical literature is still very ambiguous. There are two approaches to the definition of the concept of "information competence".

Proponents of the first approach (O.N. Ionova, V.F. Burmakina, M. Zelman, I.N. Falina, K.K. Hener, etc.) consider information competence in a narrow sense, focusing on the ability to use various technical means processing information and actually equating information competence with computer literacy.

So, according to V.F. Burmakina's information competence can be considered formed only if students are confident in all the components of ICT literacy when solving issues that arise in the course of educational or other activities. At the same time, special attention should be paid to mastering meta-subject skills: cognitive, ethical, technical.

HE. Ionova considers information competence as an integrative quality of a person, representing a new formation of knowledge, skills and abilities in the field of information activity, which allows one to independently adapt to rapidly changing situations in a wide variety of fields of activity using new information technology tools.

According to K.K. Hener information competence is a set of knowledge, skills and abilities that are formed in the course of teaching computer science and self-education in the field of information technology.

The second approach considers information competence in a broad sense, when the information itself and the ability to work with it are at the forefront. Adherents of this theory are D.S. Ermakov, N.N. Korovkina, E.V. Petrova, S.V. Trishina, A.V. Khutorskoy and others.

E.V. Petrova considers information competence as the ability of a person to comprehend the realities of the information society and as a means for realizing all the opportunities it provides. She believes that in order to train a specialist whose qualifications would meet the constantly changing requirements of society, it is necessary to use all the educational opportunities provided by modern information and communication technologies.

A similar point of view is shared by D. S. Ermakov, who defines information competence as “meaningful mastery of theoretical knowledge, skills, ways of thinking, values ​​that allow one to realize oneself in specific types of information activity; ability, readiness and experience of independent information activity.

N.N. Korovkina invests in the concept of "information competence" not only the ability to find and store various information, but also the ability to use it, and for this you need to learn how to work with a variety of information systems:

Alphabetical catalog in the library;

The text of a textbook, book, encyclopedia;

Electronic sources of information.

Russian researchers S.V. Trishina and A.V. Khutorskoy, including information competence among the key ones, consider it as a reflection of the requirements imposed by society on a particular specialist in his professional activity. This is a complex, multidimensional quality of a person, including the search, analysis, selection, assimilation and processing of information in order to gain knowledge for making optimal decisions in various fields of activity. The issues of developing information competence of schoolchildren and students are considered in the works of I.D. Belousova, I.N. Movchan, G.N. Chusavitina.

At the same time, scientists focus on the fact that the concepts of "competence" and "competence", which are used by many as synonyms, must be distinguished.

Competence is a social order, a requirement for the educational preparation of an individual, which is a necessary condition for high-quality and productive activity in a certain area.

Competence, on the other hand, is considered as an already formed personal quality of a specialist who has the necessary work experience in a given field.

A similar opinion is shared by the developers of federal state educational standards, diluting the concepts of "competence" and "competence".

“Competence is a qualitative characteristic of the realization by a person of the knowledge formed in the educational process, generalized methods of activity, cognitive and practical skills, competencies that reflect the ability (readiness) of a person to actively and creatively use the education received to solve personally and socially significant educational and practical tasks, to effectively achieve life goals".

“Competence is a system of values, knowledge and skills (skills) updated in the mastered areas of education, capable of being adequately embodied in human activities in solving emerging problems” .

In our work, we will adhere to the second approach, understanding information competence as the ability to work with information, i.e. find, receive, analyze, process and use information in solving everyday problems, whether educational or domestic.

Having decided on the terminology, we can move on to the next question - what makes information competence so significant.

The legitimacy of classifying information competence as a key group is beyond doubt. The ability to work with information, among others, is part of cognitive universal educational activities, the formation of which begins already in elementary school and occurs in the process of studying all subjects without exception. By the end of the initial training period, the child should be able to:

Independently organize the search for information:

Using educational literature (textbooks, dictionaries, encyclopedias, reference books, including electronic ones) and Internet information resources, find the information necessary to complete educational tasks;

Be critical of the information received, comparing it with your own life experience and information from other sources

Select from the entire volume of information only essential and necessary for solving a specific problem;

Record selective information, including using ICT tools;

Systematize, compare, analyze and summarize, interpret and transform the information contained in the text;

To compare, classify and generalize a number of objects according to certain criteria;

Identify simple causal relationships;

Explain and justify your answers and statements, as well as decision-making in simple educational and practical situations.

The formation of ICT competence itself, which is one of the meta-subject results, also begins at the initial stage of general education and occurs as a result of the study of all subjects without exception.

Students learn to work with hypermedia information that combines text, graphics, sound, hyperlinks, flash animation and much more. They master the general principles of working with ICT, learn to use ICT tools in their educational and cognitive activities.

Primary school graduates should learn:

Safe work with a computer and ICT;

Find the required information on the Internet, electronic dictionaries, reference books and databases;

Save the information received by creating your own folders on your computer or using removable media;

Use the main features of the test editor;

Create models of real world objects using ICT;

Create presentations.

In this way, information competence is not without reason classified as key competencies. Possession of it is one of the prerequisites for adaptation and the possibility of self-realization in modern society.

Despite the fact that at the present stage of development of science the term "information competence" is used quite often, it is still interpreted ambiguously.

Obviously, in the context of such a rapid development of the information society, it is no longer possible to identify information competence with elementary computer literacy. A much deeper and more systematic analysis of this phenomenon is required.

In order to understand what place is given to information competence in the process of restructuring the system of Russian education and creating a personality capable of quickly adapting to the requirements of a dynamically changing world, it is necessary, first of all, to determine what information competence is and what its structure and functions are. This is what our further research will be devoted to.

Bibliographic list

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N. Wiener, stating that "Information is information, not matter and not energy," believed that this concept refers to such categories as life, movement, consciousness. With regard to the concept of information, Academician N. N. Moiseev comes to a similar statement, explaining it by the fact that, due to the breadth of this concept, it is impossible to give it a universal definition.

The Great Soviet Encyclopedia contains a definition of information (from lat. information- clarification, presentation) originally understood as information transmitted by some people to other people orally, in writing or in any other way (for example, with the help of conditional signals, using technical means, etc.), as well as the process of transmission or receiving this information. Over time, this concept was expanded and began to include the exchange of information not only between people, but also between a person and an automaton, an automaton and an automaton, the exchange of signals in the animal and plant world. The transmission of hereditary traits from organism to organism has also come to be regarded as the transmission of information.

S. I. Ozhegov in the "Dictionary of the Russian Language" gives the following definition of information - this is "information about the surrounding world and the processes occurring in it, perceived by a person or a special device." "Information" - they are also interpreted there as "knowledge in any field, news, messages, knowledge, idea of ​​​​something".

The Federal Law "On Information, Information Technologies and Information Protection" defines the concept of information as "information (messages, data), regardless of the form of their presentation."

Initially, the concept of "information" was used as an element of the language of everyday interaction. Subsequently, a significant amount of ideas about the content of the concept of "information" accumulated philosophy. R. F. Abdeev believes that in the science of philosophy there are two concepts of information, attributive and functional, which are in opposition to each other.

Supporters of "attributivists" attribute information to the property of all material objects - both inanimate and living, i.e. consider it an attribute of matter. Thus, the definition of information by academician V. M. Glushkov reflects this concept: “Information in its most general sense is a measure of the heterogeneity of the distribution of matter and energy in space and time, a measure of the changes that accompany all processes occurring in the world. ... Information is carried not only by the pages of a book covered with letters or human speech, but also by sunlight, the folds of a mountain range, the sound of a waterfall, the rustle of leaves.

Supporters of the "Functionalists" associate information only with self-organizing systems, believing that information is associated with consciousness as the highest form of reflection of reality, with its aspects that characterize management processes. In accordance with this approach, information is an element of wildlife that characterizes the social environment of a person and technology as a control element. This approach is shared by G. G. Vdovichenko, D. I. Dubrovsky, N. I. Zhukov, P. V. Kopnin, B. S. Ukraintseva, M. Yankova and other researchers.

In specialized sources on cybernetics and information theory, the essence of the concept of "information" is described in the interpretation of scientific works performed by C. Shannon and R. Hartley. K. Shannon defined the unit of the amount of information and gave proofs of the theorem characterizing the bandwidth of the communication channel, which states that the restoration (decoding) of the transmitted signal is impossible at data rates exceeding the bandwidth of the communication channel. K. Shannon and W. Weaver proposed probabilistic methods for determining the amount of information transmitted over communication channels.

The approach to the definition of information, based on the theory of K. Shannon, which describes the transmission of signals by statistical methods, led to the fact that information began to be defined as data processed by a computer that can be displayed in a user-friendly form, thereby identifying the concepts of data and information. In contrast to this approach, the ISO 2382/1-1984, E/F 01.01.02 defines information in which data has meaning: “Information (in data processing and office machines) is the value that a person assigns to data on based on existing agreements. Data is the representation of data and instructions in a form suitable for transmission and processing by a person or machine.

Information in cybernetics is a measure of the elimination of uncertainty or entropy, which is a quantitative measure of uncertainty. The decrease in entropy by emerging information leads to the formation of information. With this approach, information is not an indicator of the state of the system, but a measure of the relationship between phenomena, processes, systems.

The information component was the basis laid by N. Wiener in the science of cybernetics, which studies the issues of control in living organisms and technical systems. The key meaning of the concept of information in cybernetics is determined by the fact that this science studies technical mechanisms and living organisms in relation to their ability to perceive, store, transmit and process information with the formation of control signals that control the direction of their further activity. N. Wiener believes that “information is a designation of the content received from the outside world in the process of our adaptation to it and the adaptation of our feelings to it. The process of obtaining and using information is the process of our adaptation to the contingencies of the external environment and our life activity in this environment. N. Wiener gives an extensive interpretation of control (regulation) processes, calling the area he studies cybernetics. N. Wiener's research base was the theory of feedback control, which was based on the works of such philosophers and scientists as Plato, Ampère, Vyshnegradsky, Lyapunov and others.

The word "cybernetics" (from other Greek hirvrugrch "hp - art of management) is found quite often in Plato, where it denotes the art of steering a ship, the art of a helmsman, and in a figurative sense, also the art of managing people. In 1834 the famous French physicist A.-M. Ampere, who also dealt with the classification of sciences, called, following the example of the ancients, cybernetics ( cyber netique) the science of government. In this sense, this word was included in a number of well-known dictionaries of the XIX century. Ampère attributed cybernetics, together with "ethnodicy" (the science of the rights of peoples), diplomacy and "theory of power" to the political sciences, and cybernetics and the theory of power constituted "politics in the proper sense of the word" for him.

Academician A. I. Berg defines cybernetics as the science of optimal control of any complex dynamic systems, based on the theoretical foundation of logic and mathematics with the use of automation tools. Cybernetics according to V. M. Glushkov is the science “about the general laws of information transformation in complex control systems”.

Dynamic information theory is a special section of synergetics, which assumes that information is a memorized choice of one or more options from a certain number of equal and possible options. The key links in this understanding are the measure of information (characterizing the choice situation), the purpose and value of information (characterizing assistance in achieving the goal).

Specialists in social management and mass communication, as well as researchers in the field of computer science, cybernetics, and economics, are making attempts to consider the structure of the information flow. According to the concept of B. Evladov, information is divided into four main types: socio-political, accounting and statistical, control and measuring, scientific and technical.

Information has properties common to all its possible types. These include its connection with a certain self-organizing system, its value and structuredness.

Scientists considered the qualitative component of information mainly in the course of the analysis of mathematical-theoretical and some meaningful means, methods, and approaches.

The quantitative theory of information, proposed by A. A. Kharkevich in 1960, defines the value of information as a certain increment in the probability of achieving the goal, resulting from the use of this information.

Information cannot be an independent object of legal relations without its connection with the content, carrier and consumer. Information can be presented in the form of scientific, technological, technical, commercial and other knowledge, representing the result of intellectual work. The concept of "information" as a legal category is an object of civil rights, so if in everyday life information is understood as a message about something, in the field of science - information that is the object of research, processing, transmission and storage. Information and relations related to it cannot act as an object of legal regulation if the information is not specified and does not have an objective definite form of presentation, in relation to which the corresponding legal regime can be established. Public relations that are subject to regulation by law arise in relation, first of all, to information that is in civil, administrative or any other public circulation.

The amount of information is characterized by such indicators as volume, capacity, information content, density. Qualitatively, information can be assessed using such properties as novelty, completeness, usefulness, value, reliability.

The semantic content of information includes many different aspects that arise depending on the current circumstances in real life, so information can be outdated and relevant, false and reliable, subjective and objective, one-sided and multifaceted, revealing and justifying unfounded and justified compromising and supportive.

Combined information, means of its transmission and processing, which are possessed by society and the state, constitute information resources.

Various actions can be performed with information: collection, registration, accounting, storage, processing, study, analysis, generalization, certification, information protection, purchase and sale, non-commodity exchange. Information is in direct connection with the material carrier and energy is expended for its transmission.

The definition of "information" (from lat. information- concept, representation, explanation, familiarization) in the philosophical encyclopedic dictionary means a message, awareness of the state of affairs, information about something transmitted by people; reduced, removed uncertainty as a result of receiving messages; a message inextricably linked with control, signals in the unity of syntactic, semantic and pragmatic characteristics; transfer, reflection of diversity in any objects and processes (inanimate and living nature).

The general pedagogical scheme of educational results can be represented by the following levels: the first - literacy, the second - education, the third - competence, the fourth - culture and the fifth - mentality. With regard to information activities, the scheme of educational outcomes at each stage may accordingly contain:

• 1) information literacy, including the knowledge and skills required to identify (allocate the information needed to solve a problem), search for information, structure, analyze the information received, assess the reliability of information, comply with ethical standards, use information to solve a particular problem;
• 2) information education, which includes the experience of creative activity as a result of the application of acquired knowledge and skills in practice and the experience of an emotional and value attitude to the surrounding reality, aimed at researching and transforming information;
• 3) information competence, including systemic knowledge, skills and experience of the individual in the field of handling information and information and communication technologies, the ability to develop their knowledge, skills and make decisions adequate to changing conditions or emergency situations using modern tools for working with information;
• 4) information culture, implying a certain level of knowledge, for the implementation of information interaction and free orientation of the individual in the information space, as well as for participation in its formation;
• 5) information mentality - stable, the foundations of worldview, behavior, worldview, giving the individual uniqueness and uniqueness in conjunction with openness to information and its ability to self-realization in the mental spiritual space.

O. B. Zaitseva defines the concept of “information competence” as an individual psychological characteristic that integrates a certain set of personal qualities, theoretical knowledge and practical skills in the field of innovative technologies.

In the studies of A. N. Zavyalov, information competence is defined as the possession of a person with a certain set of knowledge, skills, experience to solve certain social and professional problems using new information technologies, while it is necessary to be able to improve previously acquired knowledge and constantly gain experience in the field of their professional activities.

A. L. Semenova considers information competence as a new literacy, including the ability of active independent processing of information by a person, making fundamentally new decisions in unforeseen and non-standard situations using technological means.

A. V. Khutorskoy singled out the main key competencies: value-semantic, general cultural, educational and cognitive, informational, communicative, social and labor, personal competence, or the competence of personal improvement. He argues that with the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem) and information technologies (audio video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize, transform , save and transmit it, which in general is the basis of information competence.

The researcher also considers information competence from two sides: objective and subjective. The objective side lies in the requirements that society imposes on the professional activities of a modern specialist. The subjective side of the information competence of a specialist is a reflection of the objective side, which is refracted through the individuality of the specialist, his professional activity, the peculiarities of motivation in improving and developing his information competence.

S. V. Trishina and A. V. Khutorskoy include enrichment with knowledge and skills from the field of informatics and information and communication technologies to the tasks of developing information competence; development of communicative, intellectual abilities; implementation of an interactive dialogue in a single information space .

S. D. Karakozov considers information competence as an element of the “information culture of the individual”, which “is an integral part of the basic culture of the individual as a systemic characteristic of a person, allowing him to effectively participate in all types of work with information: receiving, accumulating, coding and processing of any kind , in the creation of qualitatively new information on this basis, its transmission, practical use, and includes literacy and competence in understanding the nature of information processes and relationships, a humanistically oriented information value-semantic sphere (aspirations, interests, worldview, value orientations), developed information reflection, as well as creativity in information behavior and social information activity.

By information competence, we mean "an integrative quality of a person, which is the result of reflecting the processes of selection, assimilation, processing, transformation and generation of information into a special type of subject-specific knowledge, which allows developing, adopting, predicting and implementing optimal decisions in various fields of activity" .

The properties of the concept of "information competence" according to S. V. Trishina are: dualism; relativity; structuredness; selectivity; accumulative; self-organization; "multifunctionality".

E. N. Bobonova refers to the indicators of information competence:

• - readiness to master access to a large amount of information and its analytical processing;
• - formation and development of the creative qualities of the individual;
• - a high level of communicative culture, a culture of transferring, receiving, storing, selecting, presenting information;
• - readiness to master social and scientific experience;
• - the ability to reflect and self-reflection.

Based on foreign standards for information competence, X. Lau identifies its following components: obtaining information, evaluating information, using information.

There are such components that make up information competence: cognitive, value-motivational, technical and technological, communicative, reflective and the following functions: cognitive, communicative, adaptive, normative, evaluative, interactive.

Information competence is related to the knowledge and skills necessary to work with information using modern information technologies to solve everyday learning problems.

Information and communication competence (hereinafter referred to as IC competence) is the ability to work effectively with information, solve specific (practical) everyday tasks, skillfully using the possibilities of information and communication technologies and observing ethical and legal standards in order to successfully live and work in the conditions of the modern information society.

At the same time, IR competence implies, first of all, the formation of universal skills of thinking and solving problems (the ability to observe and draw logical conclusions, analyze the situation from different points of view, understand the general context and the hidden meaning of statements, etc.), and not the ability to work with certain software products or use the technical capabilities of a computer.

IR competence includes seven components.

• 1. Definition (of information): the ability to correctly formulate a problem in order to purposefully seek and process information.
• 2. Access (to information): the ability to search and find information in various sources.
• 3. Management (information): the ability to classify or organize information.
• 4. Integration (information): the ability to interpret and restructure information, isolate the main thing, compare information from different sources.
• 5. Evaluation (of information): the ability to form an opinion about the quality, relevance, usefulness of information and sources for obtaining it.
• 6. Creation (information): the ability to create or adapt existing information to suit a specific task.
• 7. Transmission (information): the ability to adapt information to a specific audience.

Each of these skills has cognitive, ethical, social and technological aspects. In this case, the emphasis is on cognitive and ethical components, considered in the context of technological skills.

The well-known formulations of the information society are very conditional and incorrect. Here is the definition of Melyukhin I.S .: "... The information society differs from a society dominated by traditional industry and the service sector in that information, knowledge, information services, and all industries associated with their production (telecommunications, computer, television ) are growing at a faster pace, are a source of new jobs, become dominant in economic development ... "

In fact, this definition is correct, but not quite correct. The information society does not at all mean the dominance of information over other types of production in their equal comparison, as simply different types of production. The information society means that all other types of production START TO ACT IN THE FORM OF INFORMATION PRODUCTION. That is, when we produce a certain product, we are not dealing directly with the product itself, but at each stage of its production - design, manufacture, promotion and sale - we are dealing exclusively with information, and in such a way that the information itself is operated on a computer terminal remote from the immediate product as the source of this information.

The information society means that information becomes a substitute, a symbolic model of any product or service, that people work with information models, and not with direct products and services. Further, these information models themselves are connected with each other by unstable production cycles, BUT COMPLETELY DIFFERENT LAWS - ALREADY CHARACTERISTIC FOR INFORMATION COMMUNICATION. Any network communication (Internet) in the production of any product or service depends to a decisive extent on the nature and laws of the Internet, rather than on the nature of the production itself, production links or production cycles.

Moreover, the information society is characterized by a change in the nature and method of public administration. Public administration when using computer-network technologies becomes more open, with developed feedback, with reduced time for coordination and decision-making, with the expansion of the list of functions delegated to the private sector (that is, interactive, dynamic and more corporate).

information should be open to all;

basic information should be free. A reasonable price should be charged if additional processing is required, bearing in mind the cost of preparing and transmitting the information, plus a small margin;

continuity: information must be provided continuously, and must be of the same quality.

The third paragraph probably refers to equally good quality, the second probably refers to the involvement of the corporate sector, and the first probably refers to the two-way openness of information (that is, the right not only to receive information, but also to publish your information for any citizen : if not free, then with minimal cost, at an affordable price).

Due to this circumstance, we cannot correctly distinguish " information sector" as some separate production, as suggested by the mentioned author. We can single out the sector for the production of non-information goods and services through the Web and the "media" sector on the Web. Moreover, the commonly used term " informatization" seems not entirely accurate, because, at a minimum, we should be talking about two separate, albeit related processes - computerization and internetization, in this case, just computerization is not enough, and the lack of internetization is very convenient to hide behind this vague term: they bought calculators for the office and talk about informatization. Moreover, the establishment of a corporate local area network should be attributed specifically to computerization.

For informationally developed countries, it is quite possible to use the term ITT (information technology and telecommunications), but for us this term will not be quite correct. The post-Soviet states are characterized by a gap between information technology and telecommunications. Moreover, telecommunications themselves have a lot of differences: the production of telecommunications, internet service provider (ISP) ( the use of telecommunications technologies to provide access to the telecommunications environment) and Internet Content Provider (ICP) ( meaningful information content of the Web, which includes the media, both purely network and non-network, but presented on the Web) and much more, including multimedia, satellite communications, etc.

Under state information policy I mean IN NO EVENT ANY REGULATORY ACTIVITIES OF STATE BODIES. The state information policy consists in positive control formats, standards, state licensing of applied information technologies in the sense of indirect management of the information market structure within the framework of information security tasks. The state cannot regulate the work of information market participants either through pricing policy, or through a list of access to this market, or through control of the content of the Network (censorship), or any other restrictive measures. Not because it is forbidden somewhere, but because not a single state has yet been able to do this due to the specifics of the Network itself and the information itself.

Positive control just means that of the two types of control: constraint management and structure management- choose the second type. As part of the positive tasks of cultural policy, the state can stimulate certain areas in the information environment (providing equal opportunities for access to the Web for all citizens, developing the national language through the Web, promoting national culture on the Web, developing information security tools and technologies (parental control, protection of intellectual property, prevention of electronic hacking, etc.), providing information education for the population and, first of all, for state administrative personnel). The state can also stimulate certain formats, approve certain standards, but at the same time cannot prohibit other formats and other standards.

Finally, the information society is a society of global communication and the gradual globalization of the economy, which is gradually losing its national-state structure. The main task of the state is not to interfere with this process with restrictions and counteractions.

The global information infrastructure assumes well-known principles:

stimulation of private investment;

development of competition;

providing free access to the global network to all providers and consumers of information;

creating a flexible regulatory framework that can adapt to rapid changes in the industry and the information technology market;

ensuring the universality of services;

ensuring equality of opportunity for all citizens;

ensuring diversity of content, including cultural and linguistic;

recognition of the need for international cooperation, with particular attention to the less developed countries.

Fundamentals of information security

The most important thing for information security is the ratio of control-restriction and freedom-accessibility of information, that is, the question of a reasonable organization of the social conditions of information. For information, more than for any other medium, the distinction between "constraint management" and "structural management" (standards, formats, investment-credits, redirection of resources, etc.) matters.

Many years of attempts by various nation-states to use "restriction control" in the information environment of the Internet have so far brought only negative experience: the number of web pages with obscene content (including pornography) has not decreased; in Russia, they calmly use any cryptographic means, including uncertified ones. An attempt in Ukraine to reduce the range of providers to three, which transfer information outside the state, will also not bring success.

There are different views on the problem of information security. However, all of them can be reduced to two main schemes. Three-agent scheme of information implies a sender ("emitter", "sender"), recipient-addressee ("recipient", "receiver"), an intermediary (aka "provider" of information services) that provides information transfer.

In this three-agent scheme, the following contracts for the transfer of information are concluded. An oral agreement is concluded between the sender and the recipient: beforehand or after the fact (if the contract is concluded after the fact, further unspecified sending of information is considered unauthorized and is called "spam"). Between the sender and the intermediary, between the recipient and the same or another intermediary, a "provider" agreement is concluded, that is, the provision of information services, which stipulates one or another mode of non-disclosure of information to third parties, as well as a warning about unauthorized access of the provider to information.

The three-agent scheme fits well into the legal practice of legal states. Freedom of speech, freedom of information implies not only freedom for a citizen to express his thoughts and words, but also the freedom to hide his thoughts and words from third parties (from persons to whom they are not intended, from non-addressees).

The formation of the information society and the integration of the Russian system of higher professional education into the global educational space have set the task of bringing the traditional Russian scientific-categorical apparatus into line with the generally accepted system of pedagogical concepts in the European Union. The knowledge paradigm of education is being revised from the standpoint of a competency-based approach. As noted in the Concept for the Modernization of Russian Education until 2010, “a developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, developed a sense of responsibility for the fate of the country” (1). The new educational paradigm should be focused on the formation of the need for constant replenishment and updating of knowledge, improvement of skills and abilities, their consolidation and transformation into competencies (2).

With regard to the use of new information technologies (NIT) in education, one of the main terms is the term "information competence", which has various interpretations. The components of the concept of "information competence" are the concepts of "information" and "competence".

The concept of "competence" appeared in the 60-70s. in Western literature, and in the late 1980s. and in the domestic. In the 70s - 80s. 20th century in the United States, much attention was paid to the development of the concept of teaching teachers based on a competency-based approach (). At the same time, a special direction was born - a competency-based approach to general and vocational education, within which the possibilities of a competency-based approach to pedagogical activity are studied, attempts are made to evaluate pedagogical activity on the basis of competencies, and a definition of the term is formed. "information competence".

To date, the most common interpretation of the concept is the definition given by O.B. Zaitseva, who characterizes information competence as “a complex individual psychological education based on the integration of theoretical knowledge, practical skills in the field of innovative technologies and a certain set of personal qualities” (4). A.L. Semenov defines information competence as a “new literacy”, which includes the ability of active independent processing of information by a person, the adoption of fundamentally new decisions in unforeseen situations using technical means (5). S.V. Trishina defines information competence as “an integrative quality of a person”, which is the result of reflecting the processes of selection, assimilation, processing, transformation and generation of information into a special type of subject-specific knowledge, which allows developing, accepting, predicting and implementing optimal decisions in various fields of activity” ( 6). In private scientific research, for example, in relation to the methodology of teaching foreign languages, information competence is interpreted as the ability to use a wide range of information and communication technologies in the process of teaching a foreign language and the culture of the country of the language being studied (7).

Common to these definitions is the following: information competence is inextricably linked with the knowledge and skills of working with information based on new information technologies and solving everyday learning problems using the NIT.

The variety of definitions of the term "information competence" indicates a plurality of opinions in this field of research, which suggests the need for further study of the topic. Further research into the category of "information competence" is important for the development of a methodology for the development of information competence of students of a pedagogical university.

NOTES

1. Isaeva T.E. Classification of professional and personal competencies of a university teacher. In: Proceedings of the International Scientific and Practical Internet Conference "Teacher of Higher School in the 21st Century". Sat.4. Rostov-n/D: Rost. state University of Communications, - 2007. - S. 264.
2. Arkhangelsky S.I. The educational process in higher education, its natural foundations and methods: Educational and methodological manual. - M., 2003. - 368s. – C.4.
3. Competency-Based Teacher Education: Progress, Problems and Prospects/ Ed. By W.R. Houston, R.B. howsam. – Chicago: Science Research Association, 1972, Vol. X, - 182 p.
4. Zaitseva O.B. Formation of information competence of future teachers by means of innovative technologies: Abstract of the thesis. dis. ... cand. ped. Sciences. Bryansk, 2002. 19 p. – P.14.
5. Semenov A.L. The role of information technology in general secondary education. M., 2000. - P.32.
6. Trishina S.V. Information Competence as a Pedagogical Category // Eidos Internet Journal. 2005. 10 Sept. // Access mode: http://www.eidos.ru/journal/2005/0910-11.htm.
7. P.V. Sysoev, M.N. Evstigneev. Development of information competence of specialists in the field of teaching a foreign language // Access mode: http://www.lib.tsu.ru/mminfo/021044960/04/image/04-096.pdf - P.4.

Link to article : Components of the concept of "information competence" / / Education in the regions of Russia: the scientific basis for development and innovation (Text): materials of the V All-Russian. scientific-practical. Conf., Ekaterinburg, November 23-25. 2009 / Establishment of Ros. acad. Education "Ural. department"; GOU VPO "Ros. state prof.-ped. un-t. Yekaterinburg, 2009. Part 3. 254 p. C.184-186

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A modern specialist must be able to receive, process and use information using computers, telecommunications and other means, i.e., have information competence. Before defining what the concept of "information competence" is, let's turn to understanding the essence of competence and competencies. In the pedagogical literature, there are different points of view on the understanding of competence and competencies.

Competence- an integrative quality of a person, formed on the basis of a set of subject knowledge, skills, experience, reflected in the theoretical and applied readiness for their implementation in activities at the level of functional literacy. Competence is considered as a synthesis of cognitive, subject-practical and personal experience and is considered as a person's ability to realize competence in a specific practical activity (competence in action).

At the same time, special attention should be paid to the formation and development of information competence among students not only in computer specialties and specializations, but in all areas of training.

The potential of ICT training is manifested in many ways, while opening up certain opportunities:

1. Improving the methodology and strategy for selecting the content of the studied discipline and making changes to the methodology for teaching traditional disciplines, provided for by the curriculum and program.

2. Increasing the speed of mastering the volume and content of the transmission of educational information by the trainees.

3. Organization of new forms of interaction in the learning process, as a result of which there is a change in the content and nature of the activity of the teacher and the student.

4. Implementation of positive motivation for learning, contributing to the personal development of students.

5. Access to additional information resources, which, of course, contributes to obtaining a sufficiently high level of education.

The computerization of production put forward the task of training specialists who will effectively use information technologies in their future professional activities.

Today's employer is interested in such an employee who knows how to think independently, who knows how to competently and creatively approach the solution of various problems. Modern society needs such a specialist who is able to continuously replenish his knowledge, improve his competence and competencies.

Practice has shown that insufficient attention is paid to teaching students to independently and rationally organize their educational and cognitive activities. Therefore, university graduates cannot quickly adapt to constantly updated new information technologies.

In the first place, it is not the student's awareness that is put forward, but the ability to solve problems that arise, a departure from knowledge education paradigm to competence.

At present, the development of information technology presents users with qualitatively new opportunities, which, in turn, entails the development of information competence.

Informatics, information and communication technologies are increasingly penetrating into the economy, science, education, culture, politics, as well as in the field of environmental and national security, and the domestic sphere.

One of the first places is put forward the task of forming information competence among students while still studying at school and university, which ensures the entry of graduates into the information society.

In the information society, a person needs to perceive and process large amounts of information accumulated not only by him personally, but also by other people. One of the activities is fast and high-quality work with information based on ICT, i.e. a person should strive to rationalize his activities in solving the task assigned to him, to choose such methods of action that he considers optimal.

Information competence consists of three components: know, be able to apply in educational and future professional activities, work independently with information and communication technologies.

In modern conditions, information competence can be classified as a key professional competence, since the country's entry into the Bologna Agreement and the deepening informatization processes in all spheres of human activity strongly contribute to this process. Key competencies can be called those that every person should have and that can be applied in various emerging situations. Core competencies are thus universal.

The Council of Europe has identified five groups of key competencies, the mastery of which is the main criterion for the quality of education: political and social competencies; competencies related to life in a multicultural society; competencies that determine the possession of oral and written communication; competencies related to the emergence of the information society, mastery of new technologies, understanding of their application; competencies that realize the ability and desire to learn throughout life, as the basis for continuous professional training.

The set of key competencies can be represented by several components:

informational component of competence (methods of receiving, storing, processing and transmitting information);

design component of competence (methods for determining goals, resources for achieving them, actions, deadlines);

estimated component of competence (methods of comparing results with goals, classification, abstraction, forecasting, systematization, concretization);

communicative component of competence (ways of transferring information and attracting the resources of other people to achieve their goals).

A.V. Khutorskoy singles out the following list of key educational competencies: value-semantic, general cultural, educational and cognitive, informational, communicative, social and labor and the competence of personal self-improvement.

At each level of education, starting from the general education school, students should form key educational competencies - a system of universal knowledge, skills, experience of independent activity and personal responsibility. In order for specialists to be competitive in the modern labor market, where organizations and enterprises are experiencing a shortage of professionals, universities need to train students with developed key educational competencies at a high level.

After analyzing the selected A.V. Khutorsky key educational competencies, it can be noted that in both groups of competencies there is an information competency that is necessary both for educational activities and for life and work in the conditions of post-industrial Russia.

Under information competence one should understand the formation of the ability to independently search, analyze and select the necessary information, organize, transform, store and transmit it using information technology.

The content of the modern stage of informatization is the active development and fragmentary introduction of information technology tools into traditional academic disciplines, and on this basis, the development of new methods and organizational forms of educational work by teachers, the practical formulation of the question of a radical revision of the content of education, traditional forms and methods of the educational process, the development and the beginning of the development of educational and methodological support systems (software and methodological complexes, computer courses), including software for personal computers, various video and audio materials, texts for students and methodological materials for teachers.

Speaking about the features of the use of information and communication technologies in education, it should be emphasized that their use will be appropriate if and only if it provides a real increase in the effectiveness of education, the achievement of the desired level of education. And in order to assess the reality of this increase, objective means of measuring learning outcomes are needed. The presence of such means is one of the most important characteristics of information technology.

BASIC SOFTWARE REQUIREMENTS

EDUCATIONAL PURPOSE

Classification of pedagogical software. Computer training programs declared themselves as a means of education in the early 70s of the last century during the appearance of personal computers, and still do not have a generally recognized "legalized" name. The most common formulations are software and methodological complex, educational software, control and training programs, pedagogical software, etc. It is preferable to stick to the name “educational software”, which is advisable to use in a computer-based learning system.

Educational software a means is called, which reflects a certain subject area, to some extent the methodology and technology of study are implemented, pedagogical conditions are provided for the implementation of various types of educational activities.

Let us single out the following features, on the basis of which the classifications of software for educational purposes (PSUN) are built. These include: the stage of training, types of control actions, pedagogical purpose.

Consider the classification of pedagogical software.

L.I. Doliner offers software products created for the educational process, divided into three groups:

programs used in the educational process and solving didactic tasks;

programs designed to develop educational programs;

programs that ensure the organization of the educational process (Table 6).

Didactic possibilities of educational software. Educational software tools are usually intended for use in the traditional educational process, in the preparation, retraining and advanced training of teaching staff, for the development of the student's personality, intensification of the learning process and for other purposes. The study of the content, methods and means of developing software for educational purposes made it possible to identify the main functions that they perform in the educational process.

PSUN allow:

individualize and differentiate the learning process;

carry out control with error diagnostics and feedback;

exercise self-control and self-correction of educational activities;

free up study time by performing time-consuming routine computational work by the computer;

visualize educational information;

to model and imitate the studied processes or phenomena; carry out laboratory work under conditions of simulation on a computer of a real experience or experiment;

to form the ability to make the best decision in various situations;

develop a certain type of thinking (for example, visual-figurative, theoretical);

increase the motivation for learning (for example, through the visual means of the program or "interspersed" game situations);

to form a culture of cognitive activity, etc.

Table 6

Classification of educational software

List and ways of creating PSUN. The list of PSUN currently includes: electronic (computerized) textbooks and teaching aids; electronic lectures, teaching and controlling computer programs; directories and databases for educational purposes; collections of tasks, assignments and examples (situations); domain-specific environments; computer illustrations to support various types of learning activities.

The analysis and generalization of options for the development of PRSP showed that at present there are four possible ways to create a PRSP using:

direct programming in a high-level language;

use of ready-made training programs for courses, disciplines, sections that are collected in the funds of the Research Institute of Higher Education, the Russian Research Institute of Information Systems, the Institute of Informatization of Education and other organizations;

order to specialized state or commercial organizations for the manufacture of PSUN;

instrumental systems that allow a subject teacher who does not know programming languages ​​to produce PSUN.

Among the domestic instrumental systems used, ADONIS, UROK and systems that allow you to create multimedia software products (DELPHIN-3, Statpro Multimedia, etc.) can be noted. But all these advantages are not a sufficient condition for creating effective training programs, for example, the saturation of the training course with multimedia elements does not guarantee successful completion of this course.

The experience of creating and using PCSP shows that the effectiveness of programs is achieved when it is possible to combine and solve methodological, didactic and technical requirements in a complex.

In this case, the author-teacher develops a methodology for independent learning and control, taking into account the experience of presenting theoretical material; various control methods; problem solving and examples; possible errors of trainees when studying the material; difficult places in the assimilation of the course, etc.

One of the main requirements for PSUN is to provide the necessary level of feedback with the trainee. If the program does not provide for the possibility of responding to the actions of the student, then no matter how good the means of presenting the material are, there will be no learning. The training program should be designed and developed as a system consisting of two main subsystems:

a training subsystem intended for issuing educational material;

a diagnostic subsystem that provides the collection and processing of data on the work of the student and on the effectiveness of the training program itself.

At the same time, the only limitation for the implementation of this technique is technical capabilities.