Based on an analysis of scientific works on the psychological and pedagogical conditions for the formation of information literacy in students, philosophical and linguistic foundations of research, as well as educational and methodological sources, the generalization and systematization of modern linguistic-methodological and media education experience, a scientific justification, development, and practical solution to the problem of forming information literacy in 10th–11th grade students in the process of learning the Ukrainian language is provided.
Psychological and pedagogical factors influencing the formation of information literacy in senior high school students were studied; its essence was revealed, and structural components were substantiated in relation to Ukrainian language teaching; the forms, methods, means, and technologies for the formation of information literacy in the process of the school course of the Ukrainian language based on the media education approach were determined, and the criteria for assessing and the levels of its formation in senior high school students were substantiated.
Through content analysis, the content of the basic concept of “information literacy” was specified. We interpret the information literacy of young students as the ability of a young person to express their information needs, search for, analyze, evaluate, and ethically use information, which is based on an understanding of information and how it “works”; as a set of skills for working with information, identifying and navigating information resources, and the skills necessary for the correct search, analysis, and use of information.
Based on an analysis of scientific works, three main components of information literacy have been identified: emotional and value-based, knowledge-based, and activity-behavioral.
The study of scientific sources became the basis for developing criteria for assessing the levels of information literacy of students as Ukrainian language personalities (motivational-value, cognitive, textual-informational, situational-activity) and their indicators. Four levels of information literacy development in high school students have been identified and characterized: high, sufficient, average, and elementary.
A conceptual linguistic-didactic model and corresponding methodology for developing information literacy among high school students in the process of teaching the Ukrainian language based on a media education approach have been substantiated and developed. The model structures formative influences on several components: conceptual-targeted, content-related, technological, and evaluative-resultative.
The experimental work was carried out through the phased implementation of the author's methodology for developing the information literacy of lyceum students in the process of teaching the Ukrainian language on the basis of media education, which included five interrelated stages: diagnostic, preparatory and organizational, procedural/formative, corrective, and summary and generalizing. In view of this, the stages of implementation of the developed methodology ensured that students consistently passed through the stages of information literacy formation (organizational, cognitive and practical, and improvement). The expected results are defined as follows: an increase in the level of IG components (emotional-value, knowledge, activity-behavioral) in high school students as Ukrainian-speaking individuals, in particular the formation of a conscious attitude towards the Ukrainian language as a national value, civic identity, a conscious and responsible attitude towards information as a socially significant resource; the ability to distinguish between facts, opinions, and fake news, the ability to critically analyze media texts, evaluate the reliability of information, and fact-check; mastery of techniques for expressing opinions in a reasoned manner and creating one's own information products; the ability to communicate effectively; the formation of skills for safe, ethical, and responsible behavior in the information space; the expansion of knowledge necessary for the proper functioning of a high school student as an information-literate Ukrainian-speaking personality, in compliance with language norms.
