Information culture in a broad sense. Human information culture. The concept of information culture

INFORMATION CULTURE AS A CRITERION FOR INFORMATIZATION OF HIGHER EDUCATION IN MODERN CONDITIONS OF REFORM

Elistratova N.N.
Ryazan Higher Airborne Command School (VI) VUNTS SV "Combined Arms Academy of the RF Armed Forces"
Candidate of Pedagogical Sciences, Associate Professor of the Department of Humanities and Natural Sciences

annotation
The article examines information culture as a criterion for the informatization of higher education in modern conditions of reform.

INFORMATION CULTURE AS A CRITERION FOR INFORMATIZATION OF HIGHER EDUCATION IN MODERN CONDITIONS OF REFORMING

Elistratova N.N.
Ryazan Higher Airborne Command School (vi) VUNTS NE "Combined Military Academy of the Russian Armed Forces"
candidate of pedagogical sciences, associate professor of humanities and science education

Abstract
In the article the information culture as a criterion for Informatization of higher education in modern conditions of reform.

Bibliographic link to the article:
Elistratova N.N. Information culture as a criterion for informatization of higher education in modern conditions of reform // Modern scientific research and innovation. 2012. No. 7 [Electronic resource]..03.2019).

In the conditions of the information society, the emergence of a new type of culture – information culture – is also natural. Some scientists identify this with computer literacy and attach precisely this meaning to understanding this type of culture. However, computer literacy is only acquired skills in working with new computer technologies. Information culture is a much larger phenomenon. Therefore, the issues of developing the information culture of society as a necessary condition for its sustainable and safe development in a fundamentally new, highly automated and extremely saturated information environment are today in the focus of attention not only of the state policy of all countries of the world community, but also of many international organizations. Examples of such organizations are UNESCO, UNIDO, UNEP. Issues of development of the information culture of society in recent years are increasingly reflected in reports, program documents and recommendations of UNESCO devoted to the prospects for the development of education for XXI century.

The concept of information culture is currently quite clearly institutionalized. There is a Department of Information Culture at the International Academy of Informatization. Under the auspices of this organization, international scientific conferences on problems of information culture have been held since 1998. Problems of studying individual information behavior are covered in the materials of the International School of Sociology of Science and Technology. There are also a number of training programs for secondary and higher educational institutions on the course “Fundamentals of Information Culture”. All of the above gives grounds to consider the direction in question officially recognized.

The main factors in the development of the information culture of modern society are the following:

- education system, determining the general level of intellectual development of people, their material and spiritual needs;

- information infrastructure society, which determines the ability of people to receive, transmit and use the information they need, as well as quickly carry out certain information communications;

- democratization of society, which determines the legal guarantees of people for access to the information they need, the development of mass media, as well as the ability of citizens to use alternative, including foreign, sources of information;

- economic development country, on which depend the material opportunities for people to obtain the necessary education, as well as the acquisition and use of modern information technology (TVs, personal computers, radiotelephones, etc.).

Information culture, like intellectual culture, is present in all types of culture and has different levels of manifestation - at the level of society, certain social groups and a specific individual. It consists of components that have different functional purposes. The structure of information culture includes elements of the following cultures:

a) communicative (culture of communication);

b) lexical (linguistic, writing culture);

c) book;

d) intellectual (culture of scientific research and mental work);

e) information technology (culture of using modern information technologies);

f) information and legal;

g) ideological and moral.

One of the basis for the classification of information culture is the identification of its types. Being associated with professionalization, types of information culture highlight the degree of competence of information users. From here the following types logically follow:

1) information culture of users with general preparedness (students);

2) information culture of specialists in various profiles (representatives of professions);

3) information culture of informant specialists (areas of activity - scientific, educational, media, etc.).

Thus, information culture is a component of the culture of any community and individual, characterizing their awareness of information as a value, their desire and ability to search and find, receive and process, base their expedient activities on it and transfer it, as well as share with others the acquired experience in this area.

Despite the awareness of the significance of this problem and its reflection in a fairly large number of publications, to date no single definition of the definition of “information culture” has been developed. Even less developed is the problem of individual information behavior.

The formation of an individual’s information culture as an integral part of general culture is considered in various planes – ideological, moral and ethical, psychological, social, technological, etc.

In the ideological plane, information culture develops through awareness of the patterns of information dissemination in society, theoretical understanding of the role of information in the context of culture.

The formation of an information culture in the moral and ethical plane implies the cultivation of personal responsibility for the dissemination of information, as well as the development in the individual of a culture of production and consumption of information.

On the psychological plane, the information culture of an individual consists of developing an optimal reaction to incoming information and adequate behavior of an individual, developing the ability to act in conditions of excess or insufficient information, assessing its qualitative side, and selecting reliable information.

In a concentrated form, the problems of information culture as a complex scientific direction began to be identified only in the 70–80s XX century in connection with the trends of technologization of society, with the introduction and use of computer communications in all spheres of life. These developments paved the way for highlighting the problems of information culture and made it possible to formulate basic concepts, approaches, basic provisions, and terminology.

Although the first work that mentioned the term “information culture” was published in 1974, priority for the development of its scientific issues should be given to scientists from Novosibirsk, where the monograph “Information and Progress” and the collection of scientific works “Informatics and Culture” were published.

Modern researchers interpret the term “information culture” differently.One of the leading domestic specialists in the field of informatization E.P. Semenyuk under information culture understands “the information component of human culture as a whole, which objectively characterizes the level of all information processes carried out in society and existing information relations.”

N.B. Zinovieva defines the concept of “information culture” through the category “type of culture”. Analyzing the scope of the concept of “information culture”, she writes: “The methodological diversity of opinions lies in considering information culture in a broad sense, affecting ideological, cognitive, moral and ethical, psychological, social and technological aspects of the dissemination of information in society and its use by the subject; in a narrow sense, limiting the problem only to methods, ways of mastering knowledge, skills, abilities in the field of traditional and electronic information technologies.”

A.A. Vitukhnovskaya characterizes this concept as one of “the facets of culture associated with the information aspect of people’s lives” I.G. Khangeldieva defines it as a qualitative characteristic of human life in the field of receiving, transmitting, storing and using information, in which universal spiritual values are a priority.

According to E. A. Medvedeva, “information culture is a level of knowledge that allows a person to freely navigate the information space, participate in its formation and facilitate information interaction.”

Information culture, in accordance with this, can be defined at the highest level as an area of culture associated with the functioning of information in society and the formation of information qualities of an individual. This approach allows us to qualify information as a “sociocultural product”, “universal cultural value”, “a form of functioning of cultural values”. As rightly noted by V.E. Leonchikov, “information culture is a kind of “cross-cutting aspect”, characteristic of all ethno-territorial, social and global types of cultures, as well as such integrative types of culture as economic, environmental, political, legal, moral, religious, etc.”

The degree of scientific development of the problem determines the presence of many studies in this area by domestic and foreign scientists. Problems of information, informatization, and information culture have been actively developed for half a century in both domestic and foreign literature. In general scientific terms, information culture was considered by such scientists as D. Adam, D.I. Blumenau, N. Wiener, A.D. Ursuli etc.

Over the past decades, the development of problems related to the phenomenon of information culture from the standpoint of philosophical, pedagogical, psychological and other approaches has been especially active. Various aspects of this problem have been developed. O.V. Artyushkin, A.A. Vitukhnovskaya, M.G. Vokhrysheva, N.I. Gendina, A.A. Grechikhin, M.Ya. Dvorkina, N.B. Zinovieva, Yu.S. Zubov, V.E. Leonchikov, E.P. Semenyuk, N.A. Fedotov and others.

At the same time, the two main approaches, within the framework of which the concept of “information culture” is predominantly considered, are based either on information orientations or on cultural ones. Within the first approach, the predominant attention is focused on characteristics that reflect the individual’s capabilities in the field of working with information (search, selection, systematization, analysis), his knowledge, abilities, and skills related to the structure and content of information practices. This narrowly focused approach is presented in the works of G.G. Vorobyova, L.V. Google, K.T. Audrina, L.V. Nurgaleeva, G.B. Parshukova, A.A. Parakhina and others.In modern studies of information culture, the information approach predominates, since this issue came to science from the information sphere.

When using the culturological approach, the concept of “information culture”, from the point of view of its content and context of consideration, is significantly expanded; information culture is presented as a way of human life in the information space of society, as an important component of the culture of man and humanity. In the works of I.G. Beloglazkina, A.A. Vitukhnovskaya, N.B. Zinovieva, V.E. Leonchikova, E.P. Semenyuk, information culture is defined as an area of culture associated with the functioning of information in society and the formation of information qualities of an individual

It is within the framework of this approach that the concept of information as a sociocultural product, as a “universal cultural value”, as a “form of functioning of cultural values” is developed. As stated in their works by S.B. Burago, V.N. Vasin, S.V. Smirnov, information culture is an internally necessary component of the spiritual and material subsystems of culture.

In recent years, special attention has been increasingly paid to the problems of developing information culture in the context of higher education. Profiled knowledge about the formation of information culture in the system of higher professional education is disclosed in the works of N.I. Gendina, A.G. Guka, E.N. Lapinkova, G.B. Parshukova and others. Social, pedagogical and psychological aspects of the process of formation of the most important components of information culture in the educational context - both in personal and in special-professional relations - are raised in the works of M.G. Vokhrysheva, N.I. Gendina, N.B. Zinovieva, N.V. Lopatina and others.

These works are predominantly pedagogical in nature, focusing on the analysis of the content and organization of the educational process for the formation of information culture, on the role of different academic disciplines.

Society's need for qualified specialists who possess an arsenal of computer science tools and methods, capable of constantly improving personal professional qualities by studying and applying new knowledge, is becoming a leading factor in educational policy.

Information competencespecialists presupposes their ability to effectively use informatization tools and new information technologies to solve practical problems.

A developed information culture of a specialist presupposes not only the ability to navigate a new information space, but also the ability to use its capabilities in one’s professional activities. Solving this problem requires modernizing the existing higher education system.

Despite the rapid development of the informatization process, one of the main reasons for the educational system to lag behind the achievements of technological progress is the insufficiently high level of personal information culture of the majority of higher education teachers. In the formation of students’ information culture, a pragmatic approach prevails, which is manifested in the fact that the knowledge gained is perceived only in terms of its specific practical application in educational or professional activities. Such a limited understanding of the goals and objectives of educating an individual’s information culture interferes with its holistic formation and does not contribute to the development of correct ideas about the information picture of the world. The problem of forming an individual’s information culture is often reduced to the task of a computer science course, without extending to other disciplines, especially the humanities, therefore the integrity of the process of forming the necessary information qualities of a future specialist is absent. But the process of development of information culture does not stop with their graduation from the educational institution, is not limited to the framework of the advanced training system, it represents the continuous development and self-development of a professional throughout his many years of activity. And this is due to the ever-increasing potential of information resources.

B Computer technologies as a progressive teaching method are of great importance in the formation of information culture. Information culture is an insight into the essence of information processing processes, which presupposes the ability to correctly perceive various information, highlighting the main thing in it, apply various types of formalization of information, widely use mathematical and information modeling to study various objects and phenomena, develop effective algorithms and implement them on a PC. , analyze the results obtained, conduct computational experiments to verify the correctness of the constructed models.

The information culture of an individual has a number of components: information activity, developed information motivation, cognitive, reading activity, mastery of information activity skills, search behavior, the degree of awareness of one’s own information needs, involvement in the communication process. These structural parts of information culture are based on a set of personal qualities, among which the following stand out:

- intellectual and cognitive , making it possible to perceive the surrounding reality, evaluate it, and make action plans;

- motivational characterizing the motives and goals that determine the direction of information activity;

- emotional-volitional, determining the effectivenessinformation activities;

- communicative, characterizing the norms of communication and information exchange.

The concept of information culture has a complex structure, including many components depending on the professional orientation of specialists.

In the information culture of the individual, we distinguish three main components:

Cognitive (knowledge and skills);

Emotional-value (attitudes, assessments, relationships);

Effective and practical (real and potential use of knowledge and skills).

Let's consider the components of an individual's information culture. The very concept of “information culture” implies, first of all, the ability to find and process new information with a further applied perspective, as well as the fact that the means to achieve this goal is multimedia technology used in the educational process of the university by both the teacher and students, we propose to consider The first is the cognitive component of information culture.

Table 1 – Components of information culture

Components of personal information culture

Cognitive

Emotional-value

Effectively practical

1 Computer literacy

2 Information handling skills:

Ability to organize information search;

Ability to work with selected information: structure, systematize, generalize;

Ability to use information in communication

2 Motives for turning to various sources of information

3 Preferred channels for obtaining the necessary information

4 Self-assessment of the degree of satisfaction of information needs

5 Attitude to computer technology

1 Search methods and channels for obtaining the necessary information

2 Intensity of access to various sources of information

3 Application of the information received in various areas of your activity

4 Degree of involvement in the Internet community

5 Forms of activity on the Internet

Considering cognitive component information culture, we highlight its first criterion - computer literacy Without mastering computer literacy, it is impossible to carry out the process of searching and processing information in the modern environment of global informatization of society and education.

Computer literacy is a dynamic characteristic of a person, the distinctive features of which are: possession of a certain system of computer knowledge, skills and abilities, having a sense of responsibility for the use of computer technologies in solving educational and personal problems, and having a creative approach to computer activities.

An objective assessment of the level of computer literacy development is possible using the following indicators:

Value attitude towards computer activities (the correlation between the social and personal significance of computer activities, the manifestation of cognitive and applied activity);

Theoretical and technological computer training (algorithmic thinking, theoretical knowledge in the field of computer science);

Realization of creative abilities (focus on heuristic activity, manifestation of non-standard approaches to solving standard problems).

The effectiveness of the formation of this parameter is possible if a number of conditions are met: the presence of students’ desire to improve the level of computer literacy; updating acquired computer knowledge, skills and abilities; involving computer technologies for various forms of educational activities (lectures, practical classes, independent work); implementation of personality-oriented interaction between teachers and students during computer training; inclusion of innovative and creative elements in the process of mastering computer technologies.

Developed computer literacy acquires a socially significant character, while the individual is critical of his actions and analyzes the results of his work, which, in general, indicates the development of a person’s general culture, the improvement of his personal and professional qualities.

Without mastering modern knowledge, skills in the field of searching, selecting, storing and using information (the second criterion is information handling skills), the subject will not be able to adapt to the rapidly changing conditions of the information environment and feel comfortable in it. But knowledge, abilities, and skills cannot be acquired on their own, in isolation from the ideological, moral, ethical, and psychological aspects of social life. The culture of handling information implies:

Information seeking culture (knowledge of information resources,
nomenclature of information services offered by libraries and
NTI bodies, information publications and reference
systems; knowledge of individual search algorithms, etc.);

A culture of selection and processing of information (awareness of one’s own information needs, knowledge of the criteria for the relevance of information, mastery of elements of analytical and synthetic processing of information, and so on);

Culture of information transfer (knowledge of the processes of information and communication activities and skills in this area).

However, the approach to developing skills in handling information is carried out ineffectively in the modern educational system. The basics of electronic information processing are carried out mainly through the study of computer science, without tracing the necessary connection with other disciplines.

Indicators of the formation of this criterion are the ability of students to self-supply educational, professional and other cognitive information, mastering rational techniques for independently searching for information in both traditional (manual) and automated (electronic) ways; mastering formalized methods of analytical and synthetic information processing; mastering traditional and computer technology for preparing and documenting the results of one’s independent cognitive activity. Such activities can be carried out through the electronic resources of the educational library of the university, the Internet.

The skill of systematizing information requires close attention, that is, bringing disparate information into some kind of consistent scheme. Each subject carries out systematization of the accumulated information independently, based on the following considerations:

The volume of accumulated information (as is known, a large volume requires more complex classification systems; for a smaller volume, a simple, even primitive scheme is sufficient);

The breadth and multidimensionality of the content of the accumulated information (the breadth of the subject’s horizons);

The presence of established integration links between individual information fragments.

This skill can be effectively developed by:

Students’ focus on establishing cause-and-effect relationships in the phenomena being studied;

Encouraging students to compare and systematize the signs and properties of the objects and phenomena being studied by comparing them;

Collections of tasks that require students to make theoretical generalizations and search for facts;

Leading students to independent study of a wide range of
range of additional literature;

Establishing connections between different disciplines.

It is the integration processes that simultaneously contribute to the activation of the perception of different areas of knowledge and its systematization.

Emotional-value component information culture includes a number of criteria characterizing With meeting information needs and interests , motivation of activity, choice of information channels, with self-assessment of the degree of satisfaction of information needs, attitude towards computer technology.

As a rule, the task of predicting the success of training and professional activity is associated primarily with diagnosing the intellectual abilities of the student. But mental abilities, constituting the foundation of intellectual activity, do not manifest themselves in it directly, but only refracted through the motivational structure of the individual. The dominance of orientation towards evaluation and success leads to the fact that one’s own cognitive activity becomes only a means of achieving other goals, as a result of which its content is emasculated and impoverished.

Different motivations determine different places of information in the structure of life values and predetermine different means of achieving life goals. Motivation is greatly influenced by cognitive activity. The subject’s information activity is closely related to the level of development informational motivation– another criterion of information culture.

Motivation and the nature of needs determine the need to select channels for obtaining information (books, media, electronic resources, etc.).

The information culture of students depends on the degree of awareness of their own information needs. The teacher is faced with the task of shaping these needs among students. Needs of various types depend on professional ones, necessary in the daily activities of a specialist, to personal ones.

The subject's information behavior is based on ranking his information needs according to their importance. But it is usually impossible to satisfy all information needs. And the wider the range of information needs, the more difficult it is to rank them by importance, and accordingly, the more difficult it is to rationally structure your search behavior.

Developed information needs do not always require a wide range of content. There may be information needs that are broad, but shallow in content, superficial, affecting only the external manifestation of events, natural and social processes, without immersion in their essence.

But the most important quality of developed information needs is their continuous nature and tendency to become more complex.

For development effective and practical component information culture is influenced by the following factors of the information society:

Constantly increasing volume of information;

Development of information communications and availability of information resources;

Socially approved image of a person’s awareness (social attractiveness of awareness).

But these same factors can not only promote, but also hinder the development of this component. For example, the increasing volume of information makes it impossible to physically master it all, which causes a feeling of psychological discomfort in the subject, resulting in spontaneous self-education, grasping concepts, positions, phrases “on the fly” without deep elaboration, without comprehension, which makes the process of transmitting information superficial , shallow.

The development of information communications by means of communication, including the Internet, makes the transfer of information easy and accessible, which does not stimulate intellectual abilities to search for truly necessary and important information and inhibits creative thinking.

The socially approved image of an informed person also results in some negative aspects. The measure of awareness is important, but it does not indicate the intellectual depth of judgment. And its social attractiveness leads to an increase in the number of people who know a lot of facts, but do not know how to operate with them, analyze them and produce new knowledge. Everything is aimed at external demonstration of erudition.

In considering the effective and practical component, it is important to introduce such a concept as “information behavior”.

Experts understand information behavior as a course of action, a set of behavioral acts undertaken by people to obtain, assimilate and use and transfer new knowledge to the professional community.

It is necessary to distinguish between the concepts of “information activity” and “information behavior”. The latter phenomenon is broader and includes not only conscious, goal-oriented actions - information activity, but also a huge system of unconscious reactions (irritation, fear, doubt, interest, approval, etc.).

Information behavior can be structured according to type: conscious or unconscious, impulsive or prolonged. Unconscious information behavior represents the lowest stage of development of information culture.

Undoubtedly, one of the most important characteristics of the effective and practical component is the speed of implementation of information processes. But since information activity, as already noted, occurs at the mental and objective levels, the speed of its implementation should be characterized differently. The speed of information activity at the mental level is based on the psychophysiological properties of the individual and is expressed primarily by an innate predisposition to their development.

This is also facilitated by the subject’s personal qualities, which can be presented as:

Intelligence;

Developed memory;

Mobility (the ability to quickly switch from one topic to another);

Heuristic way of thinking.

On the basis of these specified personal qualities, knowledge, skills and abilities acquired as a result of information practice are formed. And the speed of implementation of information activity processes primarily depends on the availability of existing knowledge, acquired skills and, most importantly, information activity skills.

The effectiveness of information activities presupposes its purposefulness. The production, search, and systematization of information by the subject must be carried out for some purpose, and the degree of approach to the goal will determine its effectiveness. Aimless work with information (such as “wandering” on the Internet, flipping through the pages of magazines, newspapers, books, etc. because there is nothing to do) will never give any results, and, accordingly, cannot be considered as manifestations of information activity.

All components of information culture are interconnected, have a direct impact on each other and cannot develop one without the other.

Effective formation of information culture contributes to the successful solution of educational problems:

Influences the breadth of a person’s horizons and the level of their awareness;

Promotes the implementation of logical operations, developing thinking;

Promotes the development of tolerance, pluralism of worldview;

Influences the individual, developing critical thinking;

Develops information intelligence.

The transition to an information society highlights the most important direction in the development of the education system - advanced education, which requires constant improvement of the information culture of the individual. Instead of the slogan “education for life,” the main slogan is “education throughout life.”

In our opinion, the formation of students’ information culture will be effective if a number of conditions are met:

If the information training system is continuous and comprehensive;

If integration of pedagogical and information technologies isthe basis of the educational process;

If the teaching staff has a high level of professional trainingin the field of information and computer technologies;

If the content of curricula and programs corresponds to trends in the development of information technology in specific areas;

If the advanced nature of the content of vocational education is ensured, taking into account the prospects for the development of information technology tools and means of automation of the educational process;

If one of the goals of the educational process is the humanization of education, which implies the development of the individual in terms of the formation of his culture (including information, creative thinking).

There are many definitions of the concept of “personal information culture,” which is characterized as “the ability to purposefully work with information and use computer information technology, modern technical means and methods to receive, process and transmit it,” as “the degree of perfection of a person, society or a certain part of it.” in all possible types of work with information: its receipt, accumulation, coding and processing of any kind, in the creation of qualitatively new information on this basis, its transmission, practical use."

According to N.I. Gendina, “personal information culture” is “a set of information worldview and a system of knowledge and skills that ensure purposeful independent activity to optimally satisfy individual information needs using both traditional and new information technologies.” In discussions about information culture, “depending on the subject of activity, the following levels of its existence are distinguished: personal, social, professional. However, the basic levels are personal and social at a certain stage of development of society, and in close interrelation. Man, being part information society, must have a personal information culture."

Based on the analysis of the opinions and statements of specialists, we can say that information culture in the broad sense is a set of principles and mechanisms that ensure the interaction of ethnic and national cultures, their connection into the common experience of humanity; in the narrow sense of the word - optimal ways of handling information and presenting it to the consumer for solving theoretical and practical problems; mechanisms for improving technical environments for the production, storage and transmission of information; development of a training system, preparing a person for the effective use of information tools and information.

The study of sources showed that the category “personal information culture” was analyzed in various relationships with such concepts as “computer literacy” and “information literacy”. Today, computer literacy means:

“knowledge relating to information technology and technology, computers, their potential, capabilities and limits of use, as well as basic economic, social, cultural and moral-ethical issues related to them;

a set of skills and abilities to use computers in one’s activities:

a) ability to use computers instrumentally (ability to use text and graphic editors, spreadsheets, databases, etc.);

b) a skill that characterizes the humanitarian component of using a computer (the ability to analyze situations caused by the use of a computer, describe the results of the impact on people of system failures and failures, the ability to determine the possibility of solving problems using a computer)" .

The concept of “personal information literacy” includes the following components:

“knowledge about the information environment, the laws of its functioning, as well as a certain amount of metaknowledge, i.e. knowledge about information;

the individual has a wide range of information needs;

ability to navigate information flows;

skills and abilities to preserve information for reuse;

development of algorithmic thinking of the individual."

An analysis of the works showed that experts present the structure of the ICL as a set of the following blocks:

Yo "The culture of information behavior, which is understood as a system of interconnected human reactions to contact with the information environment. Any forms of behavior in one way or another have an information basis, but specific information behavior manifests itself when the problem of a person’s vision of a fragment of reality arises. A person’s actions to master it have its result is awareness - the degree of a person’s awareness of the phenomena of reality (facts, events, processes)."

Yo “The culture of information activity, which has a complex organization, is represented by a set of processes of collecting, processing, storing, searching, and using information; includes reading culture, the degree of awareness of the information needs of the information user. Reading culture presupposes a certain level of formation of a number of reading knowledge, skills and abilities: reading needs and sustained interest in it, reading erudition, reading skills, ability to perceive literary works."

Yo "Bibliographic culture is formed through familiarity with information resources and their components - bibliographic indexes, reference lists, library catalogs through bibliographic methods: indexing, classification, cataloging, highlighting search features. Bibliographic culture presupposes the formation of bibliographic knowledge, allowing for more successful organization of information arrays and search, which influences the level of culture of their use."

Yo "The culture of the information worldview, which is formed on the basis of the analysis of available information resources, gives a person guidelines that allow him to determine his own position when the situation changes. The information worldview is a system of public views on the objective world, a person’s place in it. This definition indicates that It is knowledge that shapes the worldview and that it can change as the personality develops and new knowledge is acquired."

In addition, N.A. Koryakovtsev’s structure includes such components as the information environment and computerization.

Yo "The information environment is considered by two concepts: resource (as a technical environment that allows you to store information, retrieve and provide it to the user) and communication (as a means of human communication)."

Yo "Informatization is rightfully considered one of the signs of the information society and the manifestations of which cannot be reduced only to the technological aspect. Modern information technology easily allows specialists of any profile in any geographic region to connect to data banks - the treasures of libraries, museums, archives, etc., which, undoubtedly affects the development of the spiritual world of man. Informatization affects the activities of educational, cultural, information institutions, stimulates the cognitive activity of people. It should be noted that information is not only a technical, but also a sociocultural factor in the development of society, which affects the quality of the information environment , and that at the center of all these processes is a person: it is he who, on the basis of existing information or experimentally, creates new knowledge, new information technologies."

Thus, summarizing the analysis data, we can conclude that ICL is closely related to the information culture of society: the information culture of society is formed by human activity and, in turn, depends on the level of information culture of society.

The study of a number of works made it possible to identify the following components or structural components of personal information culture (hereinafter - ICL): cognitive, substantive (effective-practical), communicative (axiological) and reflective (emotional).

Cognitive The component presupposes that the student has “complete knowledge (facts, ideas, concepts, laws, etc.) about the information environment, providing experience in information activities and orientation in this environment, awareness of goals and determination of one’s capabilities in carrying out information activities.” This component can manifest itself in outlook, erudition, awareness of various information phenomena and processes, both from the point of view of scientific knowledge and from the point of view of everyday experience drawn from direct communication between a person and other people, gleaned from the media, etc. .

Content-rich (effective and practical) the component defines “a system of specific practical skills in obtaining, storing, transmitting and processing information in the multilateral activities of the student. The content component is manifested in the student’s mastery of an end-to-end integrative methodology for carrying out his information activities, in reflecting on the combination of the goals of information activities with the setting of educational and general cultural objectives and assessment of available resources and rational organization of the process of solving them in order to impart creative character to one’s activities, mobility, flexibility and adaptability in the information and educational environment."

Communicative (axiological) the component includes “the principles and rules of individual behavior in information and communication systems in the context of interaction between a person, a computer and the information environment. This component assumes that the student has the ability to conduct flexible and constructive dialogues like “ man - man", "man - computer", "man - computer - man"; ideas about ethics and tact in computer communication; the affirmation of morality in the relationships between people that develop in the process of exchanging information."

Reflective (emotional) the component is “a system that combines the student’s own positions and attitudes, a value attitude towards objects and phenomena of a rapidly changing information environment, a worldview about the global information space, information interactions in it. the possibilities and problems of its cognition and transformation by man. This component is associated with the student’s knowledge about the priority of the value of human life, health and spiritual development of the individual; ethical and moral standards of work in the information environment; about the information security of society and the individual, about the advantages and disadvantages, diagnosis and forecasting of the process of informatization of society and human life."

All components of ICL are interconnected and interdependent. Each of them carries certain functions. The exclusion of any of them leads to a violation of the integrity of the ICL structure.

The problem of the harmonious development of all components of ICL, according to the authors, can be solved on the basis of diagnosing the level of its development. They consider the levels of ICL implementation to be the parameters for effective diagnosis of the level of development of ICL:

Yo "Cognitive component:

ь Erudition;

ь Well-read.

ь Library and bibliographic literacy;

b Computer literacy;

ь Knowledge of memory development techniques;

ь Ability to use information;

ь The ability to combine traditional and electronic sources of information to obtain new information.

Ё Communicative (axiological) component:

b Intuition;

b Critical thinking;

b Flexibility and openness to perceive new information;

b Responsibility in working with information.

E Reflexive (emotional) component:

ь Imagination;

ь Empathy;

ь Associative thinking".

The necessary conditions that ensure the effectiveness of the development of ICL in the information and educational environment of the library, according to a number of authors, are:

b “orientation of librarians and users to the values of information culture and the exchange of these values in the process of library service;

b complex impact on the intellectual, emotional-volitional and activity sphere of the individual;

b the unity of the formation of information knowledge, abilities, skills, beliefs, personal meanings, value orientations in the sphere of creating information resources and performing information activities."

Thus, the formation of skills and abilities to work with information, their inclusion in the value system of the individual requires an individual approach to each consumer of information, connection of training with specific information needs.

In the conditions of the information society, the emergence of a new type of culture – information culture – is also natural. Some scientists identify this with computer literacy and attach precisely this meaning to understanding this type of culture. However, computer literacy is only acquired skills in working with new computer technologies. Information culture is a much larger phenomenon. Therefore, the issues of developing the information culture of society as a necessary condition for its sustainable and safe development in a fundamentally new, highly automated and extremely saturated information environment are today in the focus of attention not only of the state policy of all countries of the world community, but also of many international organizations. Examples of such organizations are UNESCO, UNIDO, UNEP. Issues of development of information culture of society in recent years are increasingly reflected in reports, program documents and recommendations of UNESCO dedicated to the prospects for the development of education for the 21st century.

The main factors in the development of the information culture of modern society are the following:

- education system, determining the general level of intellectual development of people, their material and spiritual needs;

- information infrastructure society, which determines the ability of people to receive, transmit and use the information they need, as well as quickly carry out certain information communications;

a) communicative (culture of communication);

b) lexical (linguistic, writing culture);

c) book;

d) intellectual (culture of scientific research and mental work);

e) information technology (culture of using modern information technologies);

f) information and legal;

g) ideological and moral.

1) information culture of users with general preparedness (students);

2) information culture of specialists in various profiles (representatives of professions);

3) information culture of informant specialists (areas of activity - scientific, educational, media, etc.).

In a concentrated form, the problems of information culture as a complex scientific direction began to be identified only in the 70–80s of the 20th century in connection with trends in the technologization of society, with the introduction and use of computer communications in all spheres of life. These developments paved the way for highlighting the problems of information culture and made it possible to formulate basic concepts, approaches, basic provisions, and terminology.

Modern researchers interpret the term “information culture” differently. One of the leading domestic specialists in the field of informatization E.P. Semenyuk understands information culture as “the information component of human culture as a whole, which objectively characterizes the level of all information processes carried out in society and existing information relations.”

At the same time, the two main approaches, within the framework of which the concept of “information culture” is predominantly considered, are based either on information orientations or on cultural ones. Within the first approach, the predominant attention is focused on characteristics that reflect the individual’s capabilities in the field of working with information (search, selection, systematization, analysis), his knowledge, abilities, and skills related to the structure and content of information practices. This narrowly focused approach is presented in the works of G.G. Vorobyova, L.V. Google, K.T. Audrina, L.V. Nurgaleeva, G.B. Parshukova, A.A. Parakhina and others. In modern studies of information culture, the information approach prevails, since this issue came to science from the information sphere.

Information competence of specialists presupposes their ability to effectively use information means and new information technologies to solve practical problems.

Despite the rapid development of the informatization process, one of the main reasons for the educational system to lag behind the achievements of technological progress is the insufficiently high level of personal information culture of the majority of higher school teachers. In the formation of students’ information culture, a pragmatic approach prevails, which is manifested in the fact that the knowledge gained is perceived only in terms of its specific practical application in educational or professional activities. Such a limited understanding of the goals and objectives of educating an individual’s information culture interferes with its holistic formation and does not contribute to the development of correct ideas about the information picture of the world. The problem of forming an individual’s information culture is often reduced to the task of a computer science course, without extending to other disciplines, especially the humanities, therefore the integrity of the process of forming the necessary information qualities of a future specialist is absent. But the process of development of information culture does not stop with their graduation from the educational institution, is not limited to the framework of the advanced training system, it represents the continuous development and self-development of a professional throughout his many years of activity. And this is due to the ever-increasing potential of information resources.

Computer technologies as a progressive teaching method are of great importance in the formation of information culture. Information culture is an insight into the essence of information processing processes, which presupposes the ability to correctly perceive various information, highlighting the main thing in it, apply various types of formalization of information, widely use mathematical and information modeling to study various objects and phenomena, develop effective algorithms and implement them on a PC. , analyze the results obtained, conduct computational experiments to verify the correctness of the constructed models.

- intellectual and cognitive, making it possible to perceive the surrounding reality, evaluate it, and make action plans;

- motivational, characterizing the motives and goals that determine the direction of information activity;

- emotionalstrong-willed, determining the effectiveness of information activities;

- communicative, characterizing the norms of communication and information exchange.

The concept of information culture has a complex structure, including many components depending on the professional orientation of specialists.

In the information culture of the individual, we distinguish three main components:

Cognitive (knowledge and skills);

Emotional-value (attitudes, assessments, relationships);

Effective and practical (real and potential use of knowledge and skills).

Table 1 – Components of information culture

Components of personal information culture

Cognitive

Emotional-value

Effectively practical

1 Computer literacy

2 Information handling skills:

Ability to organize information search;

Ability to work with selected information: structure, systematize, generalize;

Ability to use information in communication

2 Motives for turning to various sources of information

3 Preferred channels for obtaining the necessary information

4 Self-assessment of the degree of satisfaction of information needs

5 Attitude to computer technology

1 Search methods and channels for obtaining the necessary information

2 Intensity of access to various sources of information

3 Application of the information received in various areas of your activity

4 Degree of involvement in the Internet community

5 Forms of activity on the Internet

Considering cognitive component information culture, we highlight its first criterion - computer literacy. Without mastering computer literacy, it is impossible to carry out the process of searching and processing information in the modern environment of global informatization of society and education.

An objective assessment of the level of computer literacy development is possible using the following indicators:

Value attitude towards computer activities (the correlation between the social and personal significance of computer activities, the manifestation of cognitive and applied activity);

Theoretical and technological computer training (algorithmic thinking, theoretical knowledge in the field of computer science);

Realization of creative abilities (focus on heuristic activity, manifestation of non-standard approaches to solving standard problems).

Information retrieval culture (knowledge of information resources, the range of information services offered by libraries and NTI bodies, information publications and reference systems; knowledge of individual search algorithms, and so on);

Culture of information transfer (knowledge of the processes of information and communication activities and skills in this area).

However, the approach to developing skills in handling information is carried out ineffectively in the modern educational system. The basics of electronic information processing are carried out primarily through the study of computer science, without tracing the necessary connection with other disciplines.

The volume of accumulated information (as is known, a large volume requires more complex classification systems; for a smaller volume, a simple, even primitive scheme is sufficient);

The breadth and multidimensionality of the content of accumulated information (the breadth of the subject’s horizons);

The presence of established integration links between individual information fragments.

This skill can be effectively developed by:

Students’ focus on establishing cause-and-effect relationships in the phenomena being studied;

Encouraging students to compare and systematize the signs and properties of the objects and phenomena being studied by comparing them;

Collections of tasks that require students to make theoretical generalizations and search for facts;

Leading students to independent study of a wide range of additional literature;

Establishing connections between different disciplines.

It is the integration processes that simultaneously contribute to the activation of the perception of different areas of knowledge and its systematization.

Emotional-value component information culture includes a number of criteria characterizing Withmeeting information needs and interests, motivation of activity, choice of information channels, withself-assessment of the degree of satisfaction of information needs, attitude towards computer technology.

Motivation and the nature of needs determine the need to select channels for obtaining information (books, media, electronic resources, etc.).

During the transition to the information society, in addition to solving the problems described above, it is necessary to prepare a person for the rapid perception and processing of large volumes of information, mastering modern means, methods and technology of work. In addition, new working conditions create a dependence of one person's awareness on the information acquired by other people. Therefore, it is no longer enough to be able to independently master and accumulate information, but one must learn a technology for working with information in which decisions are prepared and made on the basis of collective knowledge. This suggests that a person must have a certain level of culture in handling information. To reflect this fact, the term information culture was introduced.

Information culture is the ability to purposefully work with information and use computer information technology, modern technical means and methods to receive, process and transmit it.

Let us give the definition of information culture given in: “Information culture in the narrow sense is the level of people’s information communication achieved in the development, as well as a characteristic of the information sphere of people’s life, in which we can note the degree of achievement, the quantity and quality of what has been created, development trends, the degree of forecasting future."

For free orientation in the information flow, a person must have information culture as one of the components of general culture. Information culture is associated with the social nature of man. It is a product of a person’s diverse creative abilities and is manifested in the following aspects:

In specific skills in the use of technical devices (from telephone to personal computer and computer networks);

The ability to use computer information technology in one’s activities, the basic component of which is numerous software products;

The ability to extract information from various sources: both from periodicals and from electronic communications, present it in an understandable form and be able to use it effectively;

Possession of the basics of analytical information processing;

Ability to work with various information;

Knowledge of the characteristics of information flows in your field of activity.

Information culture absorbs knowledge from those sciences that contribute to its development and adaptation to a specific type of activity (cybernetics, computer science, information theory, mathematics, database design theory and a number of other disciplines). An integral part of information culture is knowledge of new information technology and the ability to use it both to automate routine operations and in extraordinary situations that require an unconventional creative approach.

In the information society, it is necessary to begin to master information culture from childhood, first with the help of electronic toys, and then using a personal computer. For higher educational institutions, the social order of the information society should be considered to ensure the level of student information culture necessary to work in a specific field of activity. In the process of instilling information culture in a student at a university, along with studying theoretical disciplines in the information field, a lot of time must be devoted to computer information technologies, which are the basic components of the future field of activity. Moreover, the quality of training should be determined by the degree of fixed stable skills of working in the environment of basic information technologies when solving typical problems in the field of activity.

In the information society, the center of gravity falls on social production, where the requirements for the level of training of all its participants are significantly increased. Therefore, in the informatization program, special attention should be paid to the informatization of education as an area associated with the acquisition and development of human information culture. This, in turn, puts education in the position of an “object” of information, where it is necessary to change the content of training in such a way as to provide the future specialist with not only general educational and professional knowledge in the field of computer science, but also the necessary level of information culture. The widespread introduction of the personal computer into all spheres of the national economy, its new capabilities for organizing a “friendly” user-oriented software environment, the use of telecommunications, providing new conditions for the collaboration of specialists, the use of information technologies for a wide variety of activities, the ever-growing need for specialists capable of implementing it, pose the problem for the state to revise the entire training system on modern technological principles. In our country, the solution to this problem is at an initial stage, so it is advisable to take into account the experience of the most developed countries, which include the USA, Japan, England, Germany, France, where this process has already received significant development.

Today there is every reason to talk about the formation of a new information culture (IC), which can become an element of the general culture of mankind. It can be based on knowledge about the information environment, the laws of its functioning, and the ability to navigate information flows. According to Russian scientists, information culture is not yet an indicator of general, but rather professional culture, but over time it will become an important factor in the development of each individual.

The development of information culture creates groups of people in all countries who are spiritually united by a common understanding of the problems in which they are involved. Information culture organically enters into the real fabric of social life, giving it a new quality. It leads to changes in many existing socio-economic, political and spiritual ideas, and introduces qualitatively new features into a person’s way of life.

Currently, there are a large number of definitions of information culture. In this case, it is advisable to consider the definition given in two aspects.

Information culture in a broad sense is a set of principles and real mechanisms that ensure the positive interaction of ethnic and national cultures, their connection into the common experience of humanity.

In the narrow sense of the word, these are: optimal ways of handling signs, data, information and presenting them to interested consumers to solve theoretical and practical problems; mechanisms for improving technical environments for the production, storage and transmission of information; development of a training system, preparing a person for the effective use of information tools and information.

Mastering information culture is a way to universalize human qualities, which contributes to a person’s real understanding of himself, his place and his role. Education plays a major role in the formation of information culture, which should form a new specialist in the information community. This specialist needs to develop the following skills and abilities: differentiation of information; highlighting significant information; developing criteria for assessing information; produce information and use it.

The history of information culture goes back thousands of years. It is logical to recognize the starting point of its history as the moment of change from a formal attitude to a situation signal, which was characteristic of the animal world, to a meaningful one, characteristic exclusively of humans. The exchange of content units served as the basis for the development of language. Before the advent of writing, the development of language gave rise to a wide range of verbal techniques and gave rise to a culture of handling meaning and text. The written stage was concentrated around the text, which absorbed all the diversity of oral information culture.

The information culture of mankind has been shaken by information crises at different times. One of the most significant quantitative information crises led to the emergence of writing. Oral methods of preserving knowledge did not ensure complete preservation of the growing volumes of information and recording of information on a material medium, which gave rise to a new period of information culture - documentary. It included a culture of communication with documents: extracting fixed knowledge, encoding and recording information; documentary search. Handling information has become easier, the way of thinking has undergone changes, but oral forms of information culture not only have not lost their significance, but have also been enriched by a system of relationships with written ones.

The next information crisis was brought to life by computer technology, which modified the information medium and automated some information processes.

Modern information culture has absorbed all its previous forms and combined them into a single tool. As a special aspect of social life, it acts as a subject, means and result of social activity, reflects the nature and level of practical activity of people. This is the result of the subject’s activity and the process of preserving what was created, distributing and consuming cultural objects.

As noted in the work, a basis is currently being created for the formation of a contradiction between the category of individuals whose information culture is formed under the influence of information technology and reflects new connections and relationships of the information society, and the category of individuals whose information culture is determined by traditional approaches. This creates different levels of its quality with the same expenditure of effort and time, entails objective injustice, which is associated with a decrease in the possibilities of creative manifestation of some subjects compared to others.

Today, humanity is entering a fundamentally new information phase of its development. And in this context, the role of information culture (IC), formed at the end of the 20th - beginning of the 21st century, is increasing. What makes this new culture different? It is formed under the influence of collective intelligence, which is created through the productive interaction of information flows with various human communities.

History of the phenomenon of information culture

Although human society has widely used the exchange of information since the advent of writing, the concept of information communication itself appeared only in the second half of the last century.

The start of its purposeful formation is correlated with the US higher education reform program adopted in 1977. The Association of American Libraries, which participated in its development, formulated the goal of the above-mentioned program: the education of information literate people competent in finding the necessary information, its processing, presentation and use.

Modern information culture in Russia began its development back in the Soviet period. In particular, in 1990, Novosibirsk scientists showed new directions in culture and ways to build an information society in a voluminous report entitled “Informatics and Culture.” In 1993, a department of information culture was organized under the public organization of the International Information Academy (formerly Mosgorspravka). Since then, the Academy has been an active body for the development of information technology, which regularly produces publications on the problems of informatization of society and carries out research on current areas of progress in this area.

Interpretation of information culture

At the dawn of the new millennium, the phenomenon of “information culture” acquired global significance and was filled with global content. It does not have a single interpretation. It is interpreted in three ways. Firstly, as a harmonious state of an individual who skillfully uses socially significant information. Secondly, as a person’s ability to interact with the information field around him (i.e., not only be able to find and use the necessary information, but also develop the information sphere himself). However, in the new millennium, the concept of “information culture” is interpreted more and more socially. It is understood as the level of development of information technologies in a particular country, as well as their compliance with existing international standards.

IC and community development

It is collective intelligence that is today considered the main “driver” of development that determines the information society. Information culture is designed to harmonize the diverse information activity of humanity with its progressive development. Due to the diversity of information flows relevant to society, IC also seems to be an extremely broad concept. Its formation, harmonious with the real development of society, is extremely important. The mastery of it by the majority of the active population is one of the signs of our time. People who navigate information flows become the main productive force of modern civilization. Therefore, mastering the relevant knowledge is relevant for the socially active population.

It becomes a necessary requisite of an economically developed society, characterized by a significant amount of accumulated information, its free status and accessibility.

The essence of information culture

IC can be represented as a culture of information processes and information relations.

Let's define these two concepts. When going through the information process, information is received, created, collected, processed, accumulated, stored, searched, distributed and used. Any modern person is faced with a great variety of information flows both in his professional activities and in everyday life. They are as different as people are. Some of them contain useful information and valuable experience of professionals accumulated by them. How can a person competently solve a problem that requires the acquisition of special knowledge? How can he, figuratively speaking, choose a reasonable, good, eternal grain among thousands of chaff? Obviously, by using relevant and useful information.

Information relations are legal norms governing information processes.

Statistics on the role of information in society. Concept of IR components

It is estimated that if material and natural resources account for 16% of economic growth in GDP, then information resources account for 64%.

Indeed, production in the 21st century is characterized by a revolutionary increase in the costs of mental labor relative to the costs of energy and manual labor. The economy of any developed country today is largely based on knowledge and information. There is not only a more rapid update of relevant information, but also a significant increase in its volume. The experience of states that invest the most significant amounts in their information culture - the USA, Germany, Japan, France - testifies to their leading role in the creation and import of advanced technologies of the scientific and technological revolution era.

Introducing people to IC is not an uncertain process. On the contrary, the components of information culture are clearly determined. Mastering them by the individual is fundamentally important for its adaptation in the modern information society. Moreover, they are consistent and logically interconnected. In a generalized form, the phenomenon of IR can be represented by the following components.

Adequate and competent perception of information;

Humanistic (based on worldview and interests) criteria for assessing the meaning of the information received;

Use of information recession methods in uncertainty assessments;

Specific creative information behavior in the social environment.

Let's take a closer look at these components.

Formation of adequate and competent perception of information by an individual

The information culture of a child in preschool and school years is the most important component of the overall IC of the individual. Nowadays, it is fundamentally important to teach children to actively and competently perceive information. This is necessary to form their future social position and gain the right guidelines in life. Let us consider how the information culture of an individual is being formed today.

At the stage of early childhood, the subsystem of psychological services becomes relevant. She is responsible for the harmonious introduction of games as a computer experiment into the child’s development. It's no secret that many existing computer games are harmful. Modern parents should be able to competently create a “game menu” for their children, as well as combine their passion for PCs with a sports section and communication with peers. In this context, the words of the outstanding teacher Sukhomlinsky that it is play that ignites in children that spark of curiosity and inquisitiveness, which will subsequently illuminate their entire lives with its light, becomes relevant in this context.

Already in early childhood, the development of a child’s cognitive abilities is of paramount importance. Special educational games designed for children from the age of three have proven themselves well. Useful educational riddle games that answer the questions: “Who (what) is this?”, “Who lives here?”, “What grows here?”, “What drives and what swims?” Five-year-old children are recommended computer games with elements of reading, simple classification of pictures, orientation in the seasons, in time, developing thinking.

During the years of school and subsequent education, young people are introduced to information culture through programmatic classroom and extracurricular activities. Already from the fifth grade, the subject “Fundamentals of Schoolchildren’s Information Culture” introduces children to the world of information. They learn the cornerstone concepts of information, information centers, primary and secondary documents, primary and secondary sources of information. Students become familiar with reference and bibliographic accounting in the library, methods of working with books (quotations, reading diaries, extracts).

Schoolchildren, studying this subject, gain the first practical experience of motivated information search. To do this, they master the methods of rational reading and learn to work with modern media.

The student’s information culture also develops through his participation in information and computer clubs and in school self-government. It forms a single whole with the general system of knowledge acquired at school. Schoolchildren are most attracted to games and activities that contain elements of competition. During these same years, it is especially important for a person to master the skills of working with educational and developmental information on the Internet.

The mission of forming an IC school is to educate an information literate person with positive values, interests and inclinations. He must be prepared to formulate his generalizations and conclusions using modern interactive tools. Systematic learning is important, manifested in the ability of schoolchildren to use the knowledge gained from studying one subject to master another subject. This universal property distinguishes modern information culture. Computer science, as a special school subject, forms its foundations.

Continuity of formation as an integral property of IC

Human information culture is formed constantly and continuously. The education he received can only lay the foundations of his information literacy and education. However, if the education of a person is not further confirmed by his active position in the surrounding information field, then soon the skills he acquires will turn out to be useless.

The fact is that in the era of scientific and technological revolution, current knowledge becomes outdated in an average of 3 - 4 years. As an example, let us remember that information gadgets sometimes undergo obsolescence even faster. For example, a device that allows you to exchange messages remotely online. For how many years has the pager been relevant? 1.5 -2 years. Subsequently, it was completely obsolete by the mobile SMS service.

Therefore, it is important for an information-competent person to constantly monitor information and technical innovations. Throughout his life, a modern cultural personality is forced to maintain his information competence. This trait now characterizes the mentality of labor market representatives, since it guarantees their social security.

Indeed, knowing how to manage information, people become in demand in the labor market.

Humanistic principles of formation of personality culture

Let us ask ourselves a paradoxical question: “Is all information constructive for the formation of personality?”

Unfortunately, some information flows are pre-paid and are a tool of selfish people. They are, frankly, useless and even harmful for the majority of the population.

The outstanding poet Yevgeny Yevtushenko in one of his interviews expressed a bright idea about what poses the greatest harm in the information space. He called it propaganda of anti-internationalism. According to the poet, for international countries the actualization of the spirit of national intolerance is terrible and destructive, and it should be prohibited.

Let's move on to the second element of IC counterproductivity. What is discourse? This is black noise in the information space. An example is the numerous political debates that result in zero results. This is truly a diabolical invention of the new information age. Its mission is to deprive a person of guidelines for personal and social development. As a result, people become disappointed in society and, of course, in themselves.

What do the information flows that fill the mass media with gloss and glamor carry? Among the media influences harmful to young people, they are the main ones. They are destroyers of information culture; they arouse irrational desires in young people. Let's imagine, for example, a girl who is capable of receiving an excellent education and achieving a lot in life. However, she is of poor origin. Will glamorous publications, which daily show rich, dressed to the nines, ultra-fashionable “socialites” (they used to have a different name) help her in life? On the contrary, this gloss daily shouts in this girl’s face that she is nothing compared to rich and empty ladies. Such publications zombify young people, convincing them that the highest value in life is to get money at any cost.

IC: dangers of counterproductive development

The formation of information culture accelerated significantly at the end of the 21st century, during the formation of the corporate organization of the world economy. It is not surprising that IC, initially generated by such an environment, is essentially a corporate information culture. It is still dominated by professional characteristics. In particular, it is controlled by the collective mind of professionals, but influences all other people.

At the same time, the development of information culture exposes the phenomenon of information inequality.

It is manifested, in particular, in the fact that 88% of all PC users live in developed countries and only 5% live in underdeveloped countries. There is a well-known statement by Dr. P. Tarjanne, Director General of ITU, one of the oldest organizations existing under the UN. He warned of the danger of an imbalance in the information society in the era of globalization and the emergence of a fault of insurmountable depth separating rich and poor countries.

Imbalances in access to information are dangerous because they cause cognitive imbalances, expressed in a decrease in the cognitive functions of individuals deprived of a dynamic information space. It is obvious that the culture of information activity cannot fully develop if it is limited.

Creative behavior of the individual in the information environment

Sociologists note that in any of the above interpretations, information culture presupposes its mastery by people in order to effectively overcome objectively existing information barriers:

Linguistic (mastery of languages of interethnic communication);

Spatial (finding the necessary data in a redundant array of information);

Geographical (leveling the significant mutual distance between the source and consumer of information);

Quantitative (identifying a sufficient number of sources of information).

Let us also note that the information culture of an individual requires him to overcome certain subjective (personal) information barriers:

Political and ideological;

Administrative and security;

Distortion of information by news agencies;

Wrong strategy for sampling information;

Lack of qualifications to carry out high-quality information sampling.

Overcoming the above-mentioned barriers is carried out systematically within the framework of special information technologies. At the same time, an effective system of specialized educational, as well as information institutions and libraries, which a developed information society has, is fundamentally important. Information culture at the modern level presupposes wide accessibility, a user-friendly interface and generally accepted standardization of the most important information resources.

Conclusion

It is important for modern people to follow the innovative spirit of the 21st century and creatively use IR components.

The basics of information culture must be mastered by every employee. After all, modern employment presupposes the unconditional possession of a candidate employee:

Skills in working with office equipment (personal computer, fax, copier);

Specialized software;

Technologies for finding and processing information;

Ability to clearly present summary information.

On the one hand, modern human information culture, representing only a part of universal human culture, assumes a significant role in it for the rational-technological component. But this does not mean that only people with an algorithmic nature of thinking should participate in its development. After all, it is not enough for the dynamic long-term development of society. It is important to have other types of creative thinking, as well as the coverage of social and humanitarian aspects by information culture.

Education plays a primary role in the development of the information society. Modern schoolchildren comprehend informational subjects of study, which their teachers in their youth could only read about in science fiction books. The global Internet network is already called the fifth intellectual element. The extensive information environment and effective information technologies of culture are actively shaping a new generation of people, who are distinguished by the fact that they “live online.”

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