The model of contextual education of digital literacy to students on the example of philological disciplines

Introduction. Today, there is an acute problem of training a new type of specialist, successfully developing in the digital space, striving to improve in the field of modern digital technologies. Digital literacy is moving into the category of an independent type of literacy and is becoming an integral part of the professional competence of a future specialist. The aim of the study is to develop and present a model of contextual education of digital literacy to students on the example of disciplines of philological cycle. Materials and methods of research. The research is based on the provisions of normative documents on education, on the methodological principles of the leading approaches to the role of the environment and activity in personal development (competence-based, systemic, activity-based, personal), on the analysis of scientific judgments about the essence of digital literacy and digital technologies in philology. The theoretical study takes into account the methodology of context-oriented education, within which the formation of the most relevant digital skills of students of the philological profile of training (basic and professional), which are part of digital literacy, takes place. The results of the study. The areas of future professional activity of philological students are highlighted, including work with digital text, programming, communication in a digital environment, production of media content and the field of applied philology (editorial and expert). Skills in these areas form the basis of digital literacy. In search of effective ways to teach digital literacy, the authors turn to a contextual approach. The proposed model of contextual education includes targeted, theoretical and methodological, content-methodical, activity-based and effective components. The content component of this model is defined as a composition of educational activities with integrated quasi-professional and educational-professional digital literacy skills. As a result, the process of transformation of educational activity into professional activity is supposed to be tracked by the advanced level of digital literacy achieved by students. Conclusion. The results of the study will improve the learning process of philology students using information and communication technologies, and achieve a high level of development of their digital literacy. The materials can be useful in assessing the levels of formation of this type of literacy.