Abstract:

In this study, the digital literacy of students of linguistic areas is associated with the development of their professional and functional literacy. The purpose of this study is to develop a conceptual model of digital literacy of the university students of linguistic direction.

The objectives of the research are to analyze the content of scientific literature sources in the field of digital competence and to clarify the structure, levels and their content in the formulation of digital competence of university students of linguistic direction.

The research methodology is based on a competence-based approach to the organization of the content of training and the development of ICT competence of students of the linguistic direction. The conducted research has shown that the concept and the term "digital competence" are not enough researched in relation to the ICT training of students of the linguistic direction. The study offers a clarification of the concept of "digital competence" in comparison with the term "information and communication competence", and also describes the levels of formation of digital competence. Each level is presented in a meaningful way, and didactic forms of assessment of the formation of each level of digital competence are indicated. The levels are combined in the structure of digital literacy and are presented in the form of a conceptual model of digital literacy of university students of the linguistic direction. This research took place over a period of five years. During the experimental part of the study, students of linguistic direction of 4 universities and 8 teachers took part.

The results of the study allowed us to give a theoretical justification for the ICT training of students of linguistic areas regarding the organization of competence-oriented content. The features of the content of digital literacy in relation to the professional and career interests of students were identified. The obtained data allowed us to develop a theoretical model of digital literacy of students of linguistic areas, to determine the structure and content of ICT competence, as well as its relationship with the development of flexible skills.

The conclusions of the study consist of theoretical and practical recommendations for the implementation of ICT training for students of linguistic areas. The main components in the structure of the development of digital literacy in practical educational and professional activities were identified in the course and result of this study. The pedagogical method of case technology, content analysis of pragmatic, professional and scientific discourse, the organization of a personal educational environment in the information space and the acquisition of flexible skills based on the development of digital literacy of students were used.

In conclusion, it should be noted that the development of digital literacy and ICT training are interrelated processes: without a certain level of digital literacy the rational development and use of digital competences cannot be implemented, while only using ICT competence a higher level of digital and functional literacy may be developed, as this process is associated with acquisition activity and personal experience.

Keywords:

Digital literacy, flexible skills, ICT competence, functional literacy, competence approach.