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The article is devoted to the analysis of modern understanding of the concept of «functional literacy» of students in the conditions of the global information boom. The latter gave rise to a contradiction between the huge amount of accumulated knowledge and the subsequent loss of their significance in favor of the increasing role of skills and abilities to search for the necessary information and operate it to solve the tasks. The study traces the vector of the historical development of the concept of functional literacy, the prerequisites for its appearance, as well as its relevance and significance in different historical periods of time. A parallel is drawn between the concept of literacy in the context of the generally accepted concept of acquired human skills, such as reading, writing, arithmetic, as well as from the point of view of successful functioning of society as a whole and the individual's personal achievements by increasing the level of knowledge and potential in particular. It is based on the research of the Federal Institute for Educational Quality Assessment (Fioko), which is the federal organizer of the PISA Assessment study, the international organization UNESCO (a United Nations agency), the National Agency for the Elimination of Adult Illiteracy (NALA). The concept of «functional literacy» is also reflected in the norms of Federal State Educational Standards. It is defined as an integral component of the foundation of the educational process in Russia, which, in turn, is expressed in the totality of acquired knowledge and skills aimed at the successful realization of a Russian citizen in various aspects of life, whether personal or professional. An educated society guarantees the successful functioning of the state, and the educational process of forming functional literacy ensures it. |
