ФОРМУВАННЯ ІНФОРМАЦІЙНОЇ ГРАМОТНОСТІ СТАРШОКЛАСНИКІВ ЯК КОМПОНЕНТ УКРАЇНСЬКОЇ МОВНОЇ ОСВІТИ: ПСИХОЛОГО-ПЕДАГОГІЧНІ УМОВИ

The article addresses one of the most urgent issues in contemporary education – developing information literacy among high school students within the framework of Ukrainian language instruction. The author clarifies the concept of "information literacy" in an interdisciplinary context, emphasizing its importance in conditions of information overload, globalization, digital transformation, and the spread of disinformation. The paper analyzes the psychological and pedagogical conditions that ensure the effective formation of information literacy in students of grades 10-11. Psychological conditions are considered through the lens of age-related cognitive characteristics of adolescents, including the development of critical, theoretical, and metacognitive thinking; specific features of perception; motivation for independent information searching; and cognitive-reflective strategies. The author argues that high school students are capable of engaging meaningfully with information, provided that instructional content and methods correspond to their psychological development. Pedagogical conditions are presented as a system of didactic and methodological components, including the integration of media education approaches into Ukrainian language teaching, the use of digital educational tools, modeling of information-seeking situations, the development of reading strategies, and working with media texts. Special attention is given to the application of EdTech methods such as case studies, project-based learning, simulations, and interactive reading. The importance of a systematic approach is emphasized, combining traditional language didactics with digital pedagogy. The research methodology includes the analysis of scientific literature, content analysis of current educational practices, and expert surveys of teachers. These methods enabled the identification of key challenges in forming students’ information skills and demonstrated the potential for integrating media literacy into language instruction. The article provides a systematic overview of the conditions that contribute to the development of students’ informational selectivity, critical thinking, and analytical reasoning. These competencies, in turn, enhance the quality of language education and prepare students for effective functioning in an information-saturated society. The author concludes that information literacy should be regarded not only as part of subject-specific training, but also as an essential component of civic competence.