Student information culture: conditions and features of formation

In the modern social and economic terms of growth of meaningfulness of the role of information, informatization of educational establishments grows the actuality of using of information technologies. Progress of society trends induce a person to access the knowledge. There is a huge increase of volume of necessary for mastering information, which conflicts with the limited possibilities of individual. Inevitable dispersion of information, caused by integration and differentiation of sciences, complicates its search. Outdated knowledge appears because of the speed-up rates of development of scientific and technical progress, which determine continuous education and self-education, the ability to reclassification for support of social status of personality etc.

In such terms, it is not enough for a future specialist to be just competent in the sphere of information technologies: to own wide range knowledge about information processes and to be able to apply them at high professional level within the framework of the specialty. He needs objective personality qualities which enable to refer to information as to the absolute value; to estimate it critically, keeping the controlled openness at an information exchange; to resist the manipulation of information that acts in society and to avoid manipulation of others; to understand force, possibilities and limitations of application of information technologies; to foresee the consequences of the information operating on social surroundings and to be ready to carry responsibility for it

As marks N. G. Dzhincharadze, "… today the actuality is determined by the necessity of forming for the modern people of culture of cognition and knowledge of culture. This paradigm creates the certain integral system determined by the degree of correlation of estimation and interpretation of values in the context of research of intercommunications between scientific, technical, social and cultural development of society. For this reason a comprehension of social and cultural consequences of informatization, computerization society is actual and provides not only the research of substantial connections between an information culture and modern computer technologies but also research of common to mankind knowledge, world culture, consolidation of its valued maintenance in the modern information culture of personality" [4, p. 6].

Speaking about education, it can be stated that a process of forming of information culture of students is inalienable part of a general educational process of higher educational establishments. Efficiency of pedagogical process appropriately depends on terms which it flows [1]in, and efficiency of forming of information culture of students depends on certain pedagogical terms.

Let consider terms "condition" and "pedagogical condition". In the explanatory dictionary of Ukrainian a "condition" is interpreted as: "regulations, requirements, implementation of which provides something" or "circumstances, features of the reality, at which something is carried out", or a "circumstance, which makes it possible to realize, create, educate or promote something" and others like that [5, ñ. 617]. It is written in a large soviet encyclopedia, that condition – is a thing what something other (conditioned) depends on, substantial component of complex of objects (things, their state, co-operations), from the presence of which existence of the certain phenomenon follows with a necessity. This entire complex on the whole is named sufficient [2]. More frequent terms are examined as something external for the phenomenon, unlike the wider concept of reason which covers both external and internal factors.

By a factor in science named "reason, motive force of some process, which determines its character or its separate lines" [3, ñ. 245]. In philosophical research of M. . Parnyuka [6] a factor is force which operates actively, causes a positive or negative change in a state of object of analysis. He distinguishes a factor-condition and a factor-reason. A factor-condition is a factor on the presence of which an origin or disappearance of investigation depends, whatever of it itself draws. A factor-reason in relation to investigation comes forward simultaneously and as reason of transformation of investigation, and as a condition, necessary for its origin. Between factors and terms there is dialectical intercommunication which expressed in common connections. Therefore factors perform the function of terms quite often. However unlike a factor which directly generates this or other phenomenon, a condition makes the environment, where the phenomenon arises, exists and develops.

Smirnov S. D. [9] determines pedagogical terms, as pedagogical circumstances, which assist (or resist) the display of pedagogical factors, conditioned by an actions. After M. Parnyukom [6, ñ. 93-94] pedagogical terms are an environment, circumstances where pedagogical factors are realized.

It can be stated that following tasks as search and ground of pedagogical terms of the successful forming of information culture of students in domestic pedagogical science was not enough solved.

During the exposure of complex of pedagogical terms we will take into account the structure of an educational process of higher educational pedagogical establishment and, in particular, the structure of process of forming of information culture of students.

A process of forming of information culture of students in the ordinary terms of an educational process of higher pedagogical establishment, as any pedagogical process has the system of component, namely – principal, semantic, effective.

Determining them, it is possible to mark that the purpose of this process is forming of information culture of students. Being a general purpose, it disintegrates on structurally less units in accordance with logic of forming separate components of this culture, namely – base, motivational, intellectual and the obtained level of their formation.

Yes, forming of base component of information culture of students forecasts the forming of information literacy, and also forming of the logical, successive system of knowledge of information technologies, in particular computer skills and forming of abilities and skills of any activity, related to information abilities and skills of planning of the activity, construction of information models, communication, discipline of intercourse and structuring of reports, using of modern technical facilities in life.

Forming of motivational component of information culture of students conforms to forming of reasons which induce a person to continuous education. Forming of intellectual component of information culture of students is assumed by formed operations of mental activity (analysis, comparison, selection basic, synthesis, establishing casual connections, abstracting and others like that), vision of problems and a choice of ways of their decision.

Semantic component of the process of information culture of students is the knowledge, abilities, skills, reasons, which provide formed information culture of students, and also special style of thinking, which we have described as independent and creative.

Effective component of the process of information culture of students, representing efficiency of its flowing, characterizes the obtained changes in accordance with desired goal.

During the selection of levels of formation of information culture of students, taking into account activity of this concept, leaning works of scientists (L. S. Vigotskogo, P. Ya. Gal'perina etc.), who developed the productive theory of activity. The essence of it: any activity in the process of learning is related to semantic cognition, and cognition always has levels. The degrees of the successive getting up in cognition of educational information determine character of activity: reproductive or productive. In the process of reproductive activity a person only reproduces the knowledge mastered before, without getting new information from the activity, and vice versa, – in the process of productive activity a student gets new knowledge: facts, phenomena, processes or methods of activity. These activities can be performed by personality both independently and with a certain help from outside. Character of independent reproductive and productive activities is not identical. In the process of independent reproductive activity students act "with a prompt" (instruction, reference book and others like that), or independently – without a "book". In productive independent activity students work after initial or similar algorithms (help from outside), transforming them in a new situation, they get the algorithm of action, discovering for themselves subjectively new information.

Thus, it is possible to select three levels of formations of information culture of students:

– high – spiritual and practical;

– middle – reflective and transformative;

– low – informative and sign.

These levels coordinate with levels of formation to understand if personality is ready for the self-education [8].

For the spiritual and practical level of formation of information culture of students such components as base, motivational and intellectual are typical. Moreover, it is unlimited, as there are not limits for perfection of personality properties, his knowledge and abilities. It should be noticed the lower limit of this formation of culture:

– deep understanding of the role of the logical, successive system of knowledge of information and communication technologies;

– formed abilities and skills of any activity, related to information, in particular abilities and skills of planning of the activity, construction of information models, communication, discipline of communication and structuring of reports;

– motivation of personality in satisfaction of the information necessities on the base of knowledge of information computer technologies, increasing of the cultural and professional world view, development of abilities and skills of information activity and information intercourse realized on the basis of the using computer information technologies;

– Formed, independent, creative style of thinking. Reflective and transformative level is characterized by formed information literacy of student, aspiration independently to make a goal, in relation to mastering of modern information computer technologies, abilities and skills, related to their use. Information necessities of students depend on the information activity which they are engaged in and reasons of their realization are recognized as they are formed on the base of:

– satisfaction of the information necessities is on the ground of knowledge of information computer technologies;

– increase of the cultural, general and professional world view;

– development of abilities and skills of information activity and information communication on the basis of using of computer information technologies.

But not always students find the decision independently, so ask teacher for help and follow his instructions.

Informative and sign level of formation of information culture of students is characterized by such indicators: reasons of mastering of new knowledge, knowledge of new information computer technologies. Students do not connect the information necessities with their advantage in information activity. Abilities and skills that belong to informative and cultural person are not systematized, so a lot of types of information activity cannot be made by student independently. And as a result of it – the way of students' thinking do not differ by independency and creativity.

Consequently, to teach personality to think independently it is necessary to displace priorities in studies in behalf of preparation of person to the self-education. In such organization of an educational process literacy outgrows in a culture and becomes the form of mastering of reality. Therefore organizational and administrative component of the process of information culture of students reflects cooperation of teachers and students, their collaboration, organization and control of process, without which it is impossible to obtain final result. Exactly due to this component, pedagogical terms that give possibility to form the information culture of students of higher educational pedagogical establishments will be achieved.

BIBLIOGRAPHY

1. Babansky Yu. K. Selected pedagogical works / Yu. K Babansky. – Moscow: Pedagogics, 1989. – 558 p.

2. Belikov V. A. Elements of learning technology: teaching and methodical textbook for students of higher pedagogical establishments and teachers of school. – Magnitogorsk, 1997. – 88 p.

3. Big Soviet Encyclopedia. – Part 7. – Moscow : Soviet Encyclopedia, 1972. – 607 p.

4. N. G. Dzhincharadze. Information Culture: monograph / N. Dzhincharadze. – Kyiv: Ukrainian propylaeum, 1999.

5. New explanatory dictionary of the Ukrainian language: in three parts. – Part 3: P-Ya / eds.: V Yaremenko, O. Slipushko. – K.: Publishing "Aconite", 2004. – 862 p.

6. Parnyuk M. A. Determinism dialectical materialism. – Kyiv, 1967.

7. Postalyuk N. Yu. Creative style of activity: Pedagogical aspect. – Kazan: KGU, 1989. – 204 p.

8. Serikov G. N. Pedagogical basis of improving students' self-education management: diss. Dr. of Pedagogical Sciences. – Tbilisi, 1989. – 360 p.

9. Smirnov S. D. Pedagogics and psychology of higher education: from activity to personality. textbook for students of higher pedagogical establishments / S. D. Smirnov. – M., 2001. – 304 p.