Considering realia of contemporary social progress, informatization and globalization of life paradigms and efficiency of cloud technologies in up-to-date educational processes, we set the goal: creation, scientific and theoretical grounding and experimental testing of the methods of teaching Ukrainian literature with the use of cloud technologies. The paper identifies and describes the levels and criteria for the formation of artistic-reading competence, which have become key subject of measurement. According to the research goal, the hypothesis was put forward: the educational model involving the cloud environment during the study of Ukrainian literature would be effective under the following conditions: development and implementation of the systematic methodology for the basic school (5th-6th classes); purposeful practical interaction with the infosphere; rethinking the tutorial role of a media-competent teacher; overcoming existing gaps at the "primary" - "middle" school boundary. In order to study the peculiarities of the current state of formation of leading pupils' competencie - literary reading competence - with the help of cloud technologies on the basis of nowaday educational institutions we conducted the ascertaining experiment. With the help of it we found the contradictions associated with outdated local methods of teaching literature, neglect of the pedagogical potential of the cloud educational environment, the fact that this issue is little studied in the system of methods, and also we proposed a system of methods and techniques for cooperation in cloud-oriented study environment at the lessons of literature, developed corespondent recommendations for effective implementation of the virtual space during the study of Ukrainian literature, designed the image of a competent student. The study suggests a conceptual model for the training of Ukrainian literature in the COE; a methodical complex based on it was developed, theoretically substantiated and experimentally tested, which synthesized adapted traditional and innovative methods, forms, types of lessons. After implementation of a set of training exercises using cloud technologies for 5th-6th classes and after we conducted forming experiment, we noticed a significant number of advantages of the developed system of methods. Teenagers were more motivated and interested while working with literary texts using cloud technologies; increased curiosity and activity was observed with students of 5th-6th classes; their reader's interest increased, artistic reading dialog deepened and more students were joining it; figurative and critical thinking enriched due to the flexibility, mobility and actual infinity of the media space; virtual technologies allowed to diversify and expand the forms of expression of creative abilities; search and research abilities increased; cross-artistic and inter-subject connections strengthened; ethno-identification and ethno-consciousness were instilled more consciously; the quality of knowledge improved in general, and so on. While realizing the tasks identified at the beginning of the research, we systematized thematic terminology, grounded the correctness and feasibility of using the basic concepts related to cloud-oriented education; analyzed the current state of media education and considered the further prospects for its development; experimentally checked and confirmed the effectiveness of the methods of teaching Ukrainian literature in the 5th - 6th classes with the introduction of cloud technologies; described the peculiarities of the pedagogical design of the lesson of Ukrainian literature in cloud-oriented study environment; distinguished the methodical principles of tutoring education of Ukrainian literature within the cloud environment for the 5th - 6th classes; observed facilitative function of cloud technologies during inclusive and distance learning of Ukrainian literature. The hypothesis was experimentally confirmed that this technique promotes an in-depth dialogue with the author, lyric heroes and other readers; improves imaginative, creative and critical thinking of schoolchildren; enhances reader-cognitive interests; makes various ways of interaction during the training of literature; expands the ways of personality development and its ethnoidentification.
