«Information competence»: from ancient times to the present

Abstract

The article is prepared for the purpose of analytical review of the history of the concept of «information
competence», its primary sources and previous variations, in order to better understand the evolutionary processes in education and special education in particular. The study used theoretical methods such as
analysis of literature sources, synthesis of data from various information sources, induction of information
from various fields of science (history, paleontology and pedagogy), comparison and classification. The
article presents a brief historical digression on the evolution of the concept of information in education
from ancient times to the present day. Different views in education on the phenomenon, which today
we call «information competence», are analyzed. The results of the theoretical study revealed a
direct correlation between the content of education and «information competence» from the state of
development of society: cultural, economic, religious, intellectual, social. The direct connection between
the content of education and the idea of «information competence» is emphasized. A number of features
in the structure of «information competence» in general and special education have been identified.
Thus, «information competence» as a component of the modern concept of competence approach to
education in Ukraine depends on global trends, national policy, the state of society and its readiness for
revolutionary change in all areas of science and technology, and is part of a modeled response to the
state’s request to form an «ideal citizen» However, playing the role of one of the shaping factors of the
new generation of citizens, «information competence» should precede the demands of the state, which
reflects the need for predictability in its formation and development in all levels of education. This, in
turn, leads to the expansion and some blurring of the clear boundaries of the definition of the concept, as
it involves the idea of further gradual improvement of the components that are part of the «information
competence» throughout life. Thus, there is a need for parallel formation of a positive personal attitude
to the educational process in general, ie it is not just the ability to work with information in its various
forms (knowledge, skills (algorithms), practical skills (life hacks that help increase efficiency, speed) ;
oral, written, coded etc...; verbal and nonverbal) and the ability to use various technical means, but also
to be interested in mastering new sources, new approaches to working with information throughout life
both during and after professional activities.