DEVELOPING STUDENTS’ INFORMATION LITERACY IN UKRAINIAN LANGUAGE LESSONS

Introduction. In the context of a dynamic information society, developing students’ skills in searching for, critically evaluating, analysing, and ethically and communicatively appropriately using information has become particularly significant. However, the formation of learners’ information literacy during Ukrainian language lessons remains on the periphery of scholarly attention. Purpose. To demonstrate the role of the Ukrainian language as a school subject in developing students’ information-handling skills and to identify effective approaches to fostering information literacy in line with the requirements of the New Ukrainian School (NUS). Methods. The study employed a complex of methods aimed at a comprehensive analysis of the process of developing students’ information literacy in Ukrainian language lessons. Theoretical methods included analysis and systematisation of scholarly literature on Ukrainian language teaching methodology, communication theory, media education, and the competence-based approach, as well as examination of regulatory documents of the New Ukrainian School that govern the development of key competences. Comparative analysis was used to evaluate different methodological approaches to information literacy development and to determine their advantages and limitations in the contemporary educational process. Pedagogical observation was applied to investigate the specifics of students’ perception and processing of information while working with texts. Results. The concepts of “information literacy” and “information and communication competence” were differentiated. The significant role of the Ukrainian language as a school subject in developing students’ information-handling skills was demonstrated, and effective approaches to fostering information literacy in the context of NUS requirements were identified. These include comprehensive work with texts of various genres, styles, and formats; the integration of interdisciplinary connections between the Ukrainian language and computer science; and the organisation of students’ research activities based on working with diverse information sources. Originality. For the first time, specific approaches to developing information literacy in Ukrainian language lessons have been identified and justified in the context of the New Ukrainian School requirements. Conclusion. The research has clarified the distinction between the concepts of “information literacy” and “information and communication competence” and their place within the modern linguodidactic paradigm. It is substantiated that the Ukrainian language as a school subject in general secondary education institutions plays a key role in developing students’ skills in working with various types of information. The proposed approaches to fostering information literacy in Ukrainian language lessons have proven effective in educational practice. The suggested exercises and tasks can serve as practical tools for Ukrainian language teachers, facilitating systematic development of students’ information literacy. Prospects for further research lie in designing a system of competence-oriented tasks and developing methodological recommendations for their implementation in educational practice.