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In the article the author considers the legal aspects of the digital transformation process in the field of education and the digital competences formation to ensure the processes of global digitalization of the economy. For the study purposes the concept of “educationaldigital transformation” is formulatedasthe transformation of themechanismsof human formationas a person,theirtalents, intellectual, creative and physical abilities, and valuesthroughthe use of digital technologies in the formal and informal educational process.Suchdigital transformationoccursattwolevels.At the educational and methodological support level by updating lectures, practical tasks with interactive teaching methods, participants communication in educational process. The second level is the organization of educational institutions as research platforms.The genesis of the concepts“information literacy”, “media literacy”, “digital literacy” and “metaliteracy” are studied.Consideringthe concept of metaliteracy the category “information technology competences” is proposed. Information competences are based on information processing skills at all stages of the information process and technological competence is related to the formation of skills for working with hardware and software devicesanddependson the professional field of activity.By means ofproposed classification of “information-technological competences” the Framework of digital competences and two standards of higher education (specialty 081 “Law” and 015 “Professional education” (pedagogy) are analyzed. It is established that in the standards of education, in addition to information-technological competences, there is an additional group of professional information competences. They are related to the high abstract cognition ability in professional activities (the ability to learn, apply knowledge in practice, analyze retrospectives, carry out comparative analysis, determine appropriate and acceptable facts, analyze problems, the ability for logical, critical and systematic analysis). The implementation of these standards and the development of information technology competences can solve some tasks of theeducationaldigital transformation. Firstly, the standard enshrines the legal regulation of the development of information and technological competences. Secondly,therequirements for educating lawyers and teachers, who will understand the socio-economic processes of digital transformation, and will be able to make a major contribution to the digital transformation of education system and other areas of the digital economy ensuring its legal regulation,are formulated., У статті розглядається процес цифрової трансформації у сфері освіти та формується поняття “цифрова трансформація освіти”. Досліджується генеза становлення концепцій“інформаційна грамотність”, “медіаграмотність”, “цифрова грамотність”, “мета-грамотність”.Аналізуються стандарти базової та вищої освіти (спеціальність 081 “Право”, 015 “Професійна освіта”) в аспекті закріплення рівнів володіння інформаційними компетентностями та“Рамки цифрової компетентності”. З урахуванням концепту мета-грамотності, пропонується класифікація “інформаційно-технологічних компетентностей” та “фахових інформаційних компетентностей”.

Статья посвящена рассмотрению вопросов по развитию информационных компетенций будущего учителя информатики в процессе изучения профильных дисциплин. Понятие «информационные компетенции» предполагает наличие у выпускника вуза знаний, умений и навыков по получению, обработке и использованию информации с помощью компьютеров, телекоммуникаций и других средств. Для будущего учителя информатики данное понятие, по мнению авторов статьи, требует расширения. А именно, необходимо вооружать выпускников не только профессиональными знаниями, умениями и навыками, но и подготовить конкурентоспособного специалиста, способного проникать в мировое образовательное пространство. Это расширение возможно за счет серьезной проработки содержания профильных дисциплин. К профильным дисциплинам для направления подготовки «Педагогическое образование» с профилем «Информатика» можно отнести: теоретические основы информатики, теорию алгоритмов, информатику, программирование, дискретные модели в информатике, базы данных, компьютерное моделирование. К разработке содержания данных дисциплин применяются следующие подходы. Первый подход направлен на углубленное изучение предметов с погружением студентов в процесс разработки собственных программных продуктов педагогической направленности и их использования в будущей профессиональной деятельности. Второй — изучение основ программирования, достаточных для трансляции знаний в рамках школьной программы. В данной статье рассматривается реализация первого подхода на основе практического опыта работы в педагогическом вузе. Применение данного подхода позволяет подготовить учителя информатики, способного самостоятельно создавать практические инструменты по обработке, представлению и передаче информации с использованием технических средств обучения., The article is devoted to the consideration of issues related to the development of information competencies of a future computer science teacher in the process of studying specialized disciplines. The term “information competences” assumes that a university graduate has knowledge, skills and abilities to receive, process and use information using computers, telecommunications and other means. For a future computer science teacher, this term, according to the authors, requires expanding. Namely, it is necessary to equip graduates not only with professional knowledge, skills and abilities, but also to prepare a competitive specialist capable of penetrating the world educational space. This expansion is possible due to serious study of the content of specialized disciplines. The profile disciplines for the direction of training “Pedagogical education” with the relevant “Computer Science” include the following: theoretical foundations of computer science, theory of algorithms, computer science, programming, discrete models in computer science, databases, computer modeling. The following approaches are applied to the development of the content of these disciplines. The first approach is aimed at in-depth study of subjects with immersion of students in the process of developing their own pedagogical software products and their use in their future professional activities. The second is the study of the basics of programming sufficient for the translation of knowledge within the school curriculum. This article discusses the implementation of the first approach based on practical experience in a pedagogical university. The implementation of this approach makes it possible to prepare a computer science teacher who is able to independently create practical tools for processing, presenting and transmitting information using technical training tools., Бизнес. Образование. Право, Выпуск 4 (61) 2022, Pages 425-429

Cel/teza: Wykazanie, że model kompetencji menadżerów mikroprzedsiębiorstw oraz małych i średnich firm opracowany na zlecenie PARP w ramach projektu "Akademia Menadżera MŚPŚP" jest przydatny w diagnozowaniu kompetencji i zachowań informacyjnych kadry zarządzającej. Koncepcja/metodyka badań: W badaniu zastosowano metodę studium przypadku (obejmującego małopolską firmę sektora MŚPŚP oznaczoną jako X) w skojarzeniu z metodą Desk Research oraz techniki wywiadu częściowo ustrukturowanego, wywiadu pogłębionego rozumiejącego i pracy warsztatowej. Wyniki i wnioski: Przyjęta w badaniu teza została potwierdzona bez zastrzeżeń. Z punktu widzenia wszystkich interesariuszy procesu diagnostycznego, czyli agencji grantodawczej (PARP), beneficjenta usługi (firmy X) oraz profesjonalistów informacji prowadzących badanie (autorek artykułu) głównymi wartościami wykorzystania modelu kompetencyjnego PARP były: (1) precyzyjne oszacowanie poziomu poszczególnych kompetencji składowych skupionych w modelu PARPPARP PARP pod nagłówkiem "Komunikacja i wykorzystanie informacji", (2) zaakceptowanie tych ocen przez właściciela firmy i włączenie ich w aktywny zasób wiedzy wykorzystywany w sprawowaniu czynności zarządczych, (3) wykazanie, że powtórne spotkanie weryfikacyjne z kadrą menadżerską diagnozowanej firmy po pewnym czasie od zakończenia właściwego badania jest celowe dla oceny trwałości ewentualnych zmian wywołanych interwencją diagnostyczną, jakkolwiek zalecenia PARP w obecnym kształcie takiego uzupełnienia nie wymagają. Ograniczenia badań: Wartość dowodowa przedstawionego badania, wynikająca z obranej metody (studium przypadku), nie uprawnia do generalizowania jego wyników. Oryginalność/wartość poznawcza: Jest to pierwsze badanie w Polsce podnoszące problem określony w sekcji Cel/teza.

Las funciones de los bibliotecarios en la universidad incluyen cada vez más responsabilidades relacionadas con la docencia. Se ilustra la relevancia del acceso y uso competente de la información en el Grado en enfermería. El bibliotecario docente universitario emerge como la figura que debe asumir responsabilidad en la formación de los estudiantes en materia de información. El objetivo del estudio fue analizar las percepciones que estos tienen con respecto a su desarrollo profesional y sus funciones como docentes. Se optó por un estudio descriptivo e interpretativo con un abordaje cualitativo. Se realizaron 21 entrevistas semiestructuradas a bibliotecarios de 18 universidades españolas que imparten docencia en el Grado en Enfermería. Los hallazgos sugieren que los bibliotecarios demandan más formación pedagógica antes de comenzar su carrera bibliotecaria, colaboración de los docentes y reconocimiento por parte de la universidad para una perfecta comprensión de su concepto como nueva figura en la docencia. The functions of librarians in the university increasingly include responsibilities related to teaching. The relevance of the competent access and use of information in the Nursing Degree is shown. Academic librarian in University emerges as the accurate figure to assume responsibility in the "information management skills" student´s training. The objective of this study was to analyze the librarians perceptions regarding professional development and their functions as teachers. Through qualitative approach, a descriptive and interpretive study was performed. Twenty-one semi-structured interviews were conducted with librarians from 18 Spanish universities teaching in the Nursing Degree. The findings suggest that librarians demand more pedagogical training before starting their library career, mayor collaboration with teachers and institutional recognition as necessary for a perfect conceptual understanding of their new teaching figure.

Skills in using information and communication technology solutions in the modern world determine the quality of professional and social life for everyone. The last decade has shown that digital competences are an important group of key competences for every employee and every organization. The purpose of this study is to present results of surveys on digital competences of Polish and Slovak students. Generally, results show that assessment of the level of digital competence of Polish students is not only higher but also less diverse. The rationale for addressing the subject of digital competences is its significance, constant changes resulting from development of ICT and the need to improve quality of life of individuals and organizations in the modern digital world. In this questionnaire, the students were asked to evaluate their level of understanding both existing and non-existing terms from the ICT area. The results have shown that there are significant differences between the questioned groups of students especially in case of IT competences.

Contemporary educational system challenges teachers of kindergarten and primary education to teach children how to code. Adults, to be properly prepared to execute this task, often need some training – students during studies on Pedagogy specialisation while professionally active pedagogues during various forms of vocational courses. It is vitally useful to mainly practise methods of a constructivist approach to training practical skills with the use of educational robots.

Rozwój internetu wymusił zmiany w obrębie kompetencji informacyjnych, a także przyczynił się do wyewoluowania kompetencji cyfrowych. Ekspansja nowoczesnych technologii pociągnęła za sobą także różne niepożądane zjawiska, które skutkują rezygnacją z korzystania m.in. z cyfrowego świata. Celem artykułu jest próba odpowiedzi na pytanie o to, czy można mówić o zjawisku cyfrowego emigranctwa. W niniejszym opracowaniu wykorzystano metodologię mieszaną, a same badania podzielone zostały na trzy etapy: przegląd literatury, badania ankietowe oraz eksplorację metody Sense-making. W efekcie przedstawiono czynniki decydujące o cyfrowej emigracji, podjęto także próbę określenia jej cech charakterystycznych na podstawie ocen respondentów, a także uwzględniono możliwe kierunki dalszych badań nad tym zjawiskiem. The development of the Internet forced changes in the area of information competences, and also contributed to the evolution of digital competences. The expansion of modern technologies has also led to various undesirable phenomena that result in the resignation from using, among others, from the Internet. The aim of the article is an attempt to answer the question whether we can talk about the phenomenon of digital emigration. In this study, a mixed methodology was used, and the research itself was divided into three stages: literature review, survey research and exploration of the Sensemaking method. As a result, the factors determining digital emigration were presented, its definition was proposed, and possible directions for further research on this phenomenon were taken into account.

The aim of this research is to analyze the inclusion of contents related to informational competences in the Nursing Degree´s curricula in Spain. The choice of this scenario will allow us to know the importance that the different centers grant to these competences in their study plans and obtain a vision on how the integration of these contents starting from the teaching guides of the subjects. It is an exploratory and descriptive research. The final sample contains 118 centers of 58 universities and 325 subjects, belonging to the 2014-2015 academic year. The differences that each center grants to this inclusion are observed. The complete curricular itineraries with this type of contents are almost non-existent. It is considered necessary to influence the importance of designing specific nursing Information Literacy programs in each center, in which contents are progressively included in different subjects per academic year. Este trabajo pretende analizar la inclusión de contenidos relacionados con competencias informacionales en los planes de estudio de Grado en enfermería en España. La elección de este escenario nos permitirá conocer la importancia que los diferentes centros otorgan a estas competencias en sus planes de estudio y obtener una visión sobre cómo se enfoca la integración de esos contenidos a partir de las guías docentes de las asignaturas. Se realiza una investigación de tipo exploratorio y descriptivo. La muestra final incluye 118 centros de 58 universidades y 325 asignaturas, pertenecientes al curso 2014-2015. Se observan las diferencias que cada centro otorga a esta inclusión. Son casi inexistentes los itinerarios curriculares completos con este tipo de contenidos. Se considera necesario incidir en la importancia de diseñar programas de ALFIN para enfermería específicos en cada centro, en los que estos contenidos queden recogidos de forma progresiva en diferentes asignaturas por curso.

Issue title: Visual Learning: Origins, Approaches and New Orientations, This research paper describes the application of a didactic innovation project in Higher Education. We present the theoretical foundation of the project. Thanks to the evolution of the Web and the potential of image to disseminate and generate knowledge, visual materials have had an increasingly powerful projection in Education, especially for the development of new methods, media and didactic materials in Higher Education. As a result of researchers interested in it, Visual Literacy has emerged as an academic field developing research and didactic effectiveness of the image, and digital competences and academic literacy as instruments to be integrated into curriculum of higher education for its excellence. We analyse the didactic innovation project by presenting how we integrated a Visual and Academic Literacy competence-based program into a course at the Carlos III University of Madrid. We show its instructional design, didactic materials, pedagogical activities, planning and evaluation. Findings suggest the need for this type of programs for academic excellence in higher education.

The goal of this paper is the analysis of information communication technologies using for professional competencies development for medical students. There are described two informational learning technologies: standard and developed in Tomsk. Virtual learning environment Moodle is open source software which is developed for on-line education and installed in more than a dozen thousands educational institutions around the world including Russia. The Moodle provides students with rapid access to professional-oriented learning information via Internet any time and through any gadget. Using the Moodle a teacher can present different types of digital information, organize learning course, student’s knowledge and skills evaluation after structuring teacher’s knowledge. Rating approach is implemented in the Moodle very easy. Developed and develo­ping resources for the Moodle are located at the server http://simcenter.ssmu.ru. Learning electronic health record (LEHR) is developing by Tomsk professional team and it is the integration of an electronic health record and a program for clinical subject. There are additional functions besides usual for paper medical record, for example: learning about specialized software, electronic re­ference books, and medical standard documents. Information and clinical competences are forming in LEHR at the same time what is the undoubted advantage for students. Now LEHR on pediatrics and neurology are testing before trial exploitation in the learning. Software for LEHR and information about virtual patients are located at the server http://students.umssoft.com. The analysis and our experience have shown the possibilities of effective using the information communication technologies for development of informational and professional competencies of medical students in different subjects of educational program.

This paper examines the views of a group of experts on the term “information literacy life cycle” and the application of information literacy standards and models in the Ibero-American context. Using the Delphi method, it explores the views of a group of experts made up of INFOLIT academics and professionals. The results show that the concept of “life cycle” is not generally accepted by the participant experts, that there is agreement regarding INFOLIT essential stages and that the experts know and apply international standards and models on INFOLIT, alongside some models developed from their own countries. All in all, the paper aims to contribute to a broader international panorama on information literacy. This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

This paper deals with the experience of the Library of the University of La Laguna since 2006-2007, when it began to change its model of user training for a new one based on information competences, in line with the requirements of the new European Higher Education Area. It analyzes what this change has meant from the point of view of planning a new training program and the acquisition of new competences by the librarian staff in order to help users acquire information management skills, abilities and behaviours that can be applied in their academic, professional and personal lives. It also describes cooperation with other university libraries, in the framework of an agreement signed in 2010. The aim of this agreement is for our model to be shared for training new students and subsequently evaluating it through a comparison of results from the different universities. Finally, it deals with the collaboration between librarians and professors for including information competence training in course guides.Se recoge la experiencia de La Biblioteca de la Universidad de La Laguna desde el curso 2006-2007, en el que comienza a cambiar su modelo de formación de usuarios por otro basado en formación en competencias, en consonancia con los requisitos que el nuevo entorno educativo recogía. Se analiza lo que ha significado dicha transformación desde el punto de vista de la planificación de un nuevo programa formativo y la adquisición de nuevas competencias por parte de los bibliotecarios para ayudar a los usuarios a conseguir unas destrezas, habilidades y conductas transferibles a su vida académica y personal, y a su futuro laboral en relación con la gestión de información. También se aborda el significado de trabajar de forma cooperativa con otras bibliotecas universitarias, como resultado de la firma de un convenio en el año 2010 con el objetivo de compartir nuestro modelo de formación para alumnos de nuevo ingreso y evaluarlo mediante la comparación entre las distintas universidades. Finalmente, se trata la colaboración entre bibliotecarios y profesores para la inclusión de la formación en competencias informacionales en las guías docentes.

The InfoliTrans Test is a portal designed to analyze, explore, and improve information competence among students of higher education, using the field of Translation and Interpretation for this pilot project. The methodology, based on the best international practices and experiences, and its specifications are detailed. From a practical standpoint, the interactive tool enables the user not only to measure his or her different information capacities and aptitudes but also to diagnose and resolve problems detected in the development of the student's informational training. This is an instrument for analysis and evaluation but also for resolving problems related to the search, treatment, assessment, and dissemination of information, and therefore it constitutes a tool for training in information skills.

En la actualidad, las organizaciones tienen que enfrentar los cambios en la tecnología, adecuarse a la nueva organización del trabajo y lograr ventajas en el mercado. Para ello, las competencias de los individuo. juegan un papel vital, y su gestión se convierte en factor clave para la supervivencia de las mismas. Este enfoque de competencias laborales y/o profesionales, unido a la sociedad de hoy, llamada de la información hace imprescindible las competencias informacionales. Para poder llevar a cabo un estudio aplicado sobre éstas es preciso contar con un acervo teórico-conceptual. A partir de ello, este trabajo tiene como objetivos mostrar, tomando en cuenta primeramente el concepto de competencias, qué se entiende por competencias informacionales a nivel terminológico y conceptual; demostrar, mediante los diferentes escenarios, cómo las competencias informacionales se imponen; y mostrar mediante las distintas iniciativas cómo cada vez resulta más importante su gestión. El trabajo se basa en, el análisis documental. Palabras claves: Competencias informacionales. Competences from the informational perspective: introductory notes on terminological and conceptual level, scenarios and initiatives Abstract At the present time, the organizations have to face the changes in technology, be adapted to the new work organization and take advantages in the market. For that, the competences of the individuals play a vital role, and their administration becomes a key factor for their survival. This focus on labour and/or professional competences, together with today's so called information society, makes information competences essential. In order to carry out a study applied to these competences, it is necessary to have a large theoretical-conceptual collection. From this point of view, taking into consideration first of all the concept of competences, the objective of this paper is to show what is meant by informational competences on the technological and conceptual level and, through different scenarios, how significant the informational competences are; and, finally, to show, through different initiatives, how their management is getting more and more important. This work is based on analysis of documents. Keywords: Information competences.

The questions related to the design of training to computer modeling through the development of e-learning resources that are part of modular competency training and methodological support of this training В статье рассмотрены вопросы, связанные с проектированием подготовки к компьютерному моделированию через разработку электронных образовательных ресурсов, являющихся частью модульно-компетентностного учебно-методического сопровождения данной подготовки

This article discusses the design of additional educational program of professional retraining of teachers and masters of vocational training to the use of information technology in their professional activity В статье рассматриваются проектирование дополнительной образовательной программы профессиональной переподготовки педагогов и мастеров профессионального обучения к использованию информационных технологий в своей профессиональной деятельности

It is impossible to present the modern Internet without global social networks which have essential impact on development of communications, and it demands judgment and waits for the discussion among teachers. The pedagogical community strives for variety of forms of educational activity. It is interesting to teachers to understand, than social networks are so attractive to youth, and to investigate their influence on users. Research of activity on social networks – the powerful tool which at skillful approach allows us to understand, than participants of this or that network group live and are interested, give the chance to get to their world, to involve in various actions, to carry out educational activity in groups Невозможно представить современный Интернет без глобальных социальных сетей, которые оказывают существенное влияние на развитие коммуникаций, и это требует осмысления и ждет своего обсуждения в среде педагогов. Педагогическое сообщество стремится к многообразию форм учебной деятельности. Педагогам интересно понять, чем же так привлекательны для молодежи социальные сети и исследовать их влияние на пользователей. Исследование активности в социальных сетях – мощный инструмент, который при умелом подходе позволяет нам понимать, чем живут и интересуются участники той или иной сетевой группы, дают возможность попасть в их мир, привлечь к различным мероприятиям, осуществлять в группах учебную деятельность

Modern society is characterized by an increasing complexity of tasks which require broad general knowledge and on the other hand a narrow specialization. Because of these conflicting principles modern education recognized the need for development of generic competences on the one hand, and information competences that match the modern information society on the other. In addition to education, which has recognized the need to develop generic and information competences, employers also pay great attention to these competences while hiring. In modern information society information competences become one of the fundamental basis for the development of other generic competences. Information and generic competences are directly linked because information is a fundamental element of learning which is based on the collection, organization, search and interpretation of acquired information. Development of modern information environment is characterized by growing complexity in quantitative and qualitative terms that require additional research of information competences required for the transition from the tertiary education sector to the labour market. This paper presents a survey of students' attitudes about the development of information competences during the study and their opinions about necessary information competences for their future professional careers.

Paper presents results of the research of the University of Zagreb study programs and the occurrence of information literacy competences in them. Authors state that there is an overlap between generic and information literacy competences students are expected to acquire upon completing a particular study program and upon completing particular courses which should be stated in the study programs. Both qualitative and quantitative methods were used in analysis and mapping of the data gathered in analysis of the: European framework, generic competences, employability competences and information competences and generic information competences in the study programs. The results of have shown that there is no general approach to the issue but a partial incorporation of information competences in the study programs. Content oriented towards development of information competences is offered partially, usually based upon enthusiasm and individual effort of the teaching staff or information specialists. Even more, these efforts are not based upon clearly defined measurable and comparable learning outcomes. Based on the gathered results authors propose a systematic approach via building the taxonomy of the relevant and measureable learning outcomes, primarily from the employability viewpoint, which will be able to integrate in the study program