axborot va raqamli texnologiyalar asrida har bir talabaning informatsion- analitik kompetentligi – ya’ni axborotni qidirish, baholash, tahlil qilish va mas’uliyat bilan ishlatish ko‘nikmalari – oliy ta’lim muassasalarida tayyorlanayotgan kadr sifatida muvaffaqiyatli bo‘lish uchun zaruriy bo‘lib qolmoqda. Bu kompetensiya nafaqat akademik faoliyat, balki jamiyatda ongli va mas’uliyatli ishtirok etish uchun ham muhim hisoblanadi. UNESCO, IFLA va ACRL kabi tashkilotlar bu ko‘nikmalarni global kompetensiyalar ro‘yxatiga kiritgan va ularni oliy ta’limning markaziy elementlaridan biri deb baholashmoqda. 2016-yilda ACRL “Information Literacy Competency Standards”ni yangilab, ACRL Framework for Information Literacy for Higher Education nomli ramkani qabul qilgan. Bu ramka informatsion kompetentlikni alohida ko‘nikmalar majmui sifatida emas, balki olamshumul tushunchalar (threshold concepts) orqali talabalarning tanqidiy fikrlashini va axborotdan ehtiyotkorlik bilan foydalanishini rivojlantirish usuli sifatida ko‘radi. Mazkur ramka olti asosiy tamoyilga asoslanadi: 1) Authority Is Constructed and Contextual (Mualliflik (avtoritet) quriladi va kontekstga bog‘liqdir); 2) Information Creation as a Process (“Axborot yaratish jarayoni); 3) Information Has Value (Axborotning qiymati, shu jumladan “informatsion imtiyozlar” masalasi); 4) Research as Inquiry (Tadqiqot – bu izlangan savollar asosida chuqurlashuvchi jarayon); 5) Scholarship as Conversation (Ilm-fan – bu dialog va muhokama); 6) Searching as Strategic Exploration (Qidiruv – bu strategik izlanish). Ushbu olti pragmatik tushuncha asosida ACRL ramkasi talabalarni chuqur fikrlashga, axborot ekosistemasi tarkibini anglashga va axborotni mas’uliyat bilan ishlatishga yo‘naltiradi. Shu bilan birga, bu yondashuvda ijtimoiy adolat va ma’lumotga teng bo‘lmagan kirish imkoniyatlari (“information privilege”) masalalari ham nazarda tutiladi. So‘nggi yillarda o‘zgaruvchan talablarga javoban DaLI (Data Literacy Initiative) modeli taqdim etildi. TH Köln tomonidan ishlab chiqilgan ushbu model yetti bosqichdan iborat bo‘lib, axborot madaniyati, ma’lumotni boshqarish, tahlil qilish, baholash, izohlash va yakuniy nashr etish bosqichlarini qamrab oladi. Bu strukturaviy yondashuv oliy ta’lim jarayonida talabaning informatsion-analitik ko‘nikmalarini ketma-ket rivojlantirishni ta’minlaydi.
in the era of information and digital technologies, the information- analytical competence of each student – i.e., the skills of searching, evaluating, analyzing information, and using it responsibly – becomes a necessary condition for the successful training of qualified specialists in the higher education system. This competence is important not only for academic activities but also for conscious and responsible participation in society. Organizations such as UNESCO, IFLA, and ACRL have included these skills in the list of global competencies and consider them a central element of modern higher education. In 2016, ACRL updated the “Information Literacy Standards” by adopting the ACRL Framework for Information Literacy for Higher Education. This framework views information literacy not as a set of isolated skills, but as the development of critical thinking and conscious use of information through the lens of so-called threshold concepts. The framework is based on six key principles: 1) Authority is Constructed and Contextual; 2) Information Creation as a Process; 3) Information Has Value; 4) Research as Inquiry; 5) Scholarship as Conversation; 6) Searching as Strategic Exploration. Based on these six practical concepts, the ACRL Framework aims to develop deep thinking in students, an understanding of the information ecosystem structure, and responsible information behavior. Furthermore, this model emphasizes social justice and inequality in access to information (information privilege). In recent years, in response to changing demands, the DaLI (Data Literacy Initiative) model was introduced, developed by TH Köln University. The model consists of seven stages covering information culture, data management, analysis, evaluation, interpretation, and dissemination of results. This structured model ensures the gradual development of students’ information-analytical skills within the higher education process.
ResearcherUz