Digital competencies of a teacher-librarian: structure and formation

The research problem and the rationale for its relevance. The digital economy, digital competencies and digital transformation in general have been actively discussed in recent years. Digital transformation involves fundamental changes in the activities of educational organizations, based on modern approaches to management, learning, the use of a wide range of open and safe resources, and the improvement of digital competencies of participants in the educational process. This research aims to identify the digital competencies of the teacher-librarian of the general education organization, necessary for effective action in the digital educational environment, as well as directions for their improvement in the course of professional development. Possessing these competencies, the teacher-librarian will be able to influence the development of competencies of students, improving the quality of education. The article provides a review of publications reflecting the formation of digital competencies, teachers, librarians and schoolchildren. Methodology (materials and methods). In the work performed an analysis of the scientific literature and summarized the results of practical work on the development of digital competencies of teachers and teacher-librarians. Based on the analysis of scientific literature identified components of digital competencies, highlighted the knowledge, skills and attitudes necessary for their development. The results of the study of digital competencies of teachers of educational organizations are considered; summarized the practical experience of professional development of teachers-librarians. Results. The concept of digital competencies is given. Their structure is defined. The components of digital competence teacher-librarian, knowledge, skills and attitudes of digital literacy are identified. The digital literacy is based on information, computer, media, communication literacy and understanding of the importance of technological innovation in professional activities. The “hard” and “flexible” skills necessary for professionals to meet the professional standard are investigated. The results of testing students, teachers and teacher-librarians in the development of digital competencies are given. The program of professional development for school librarians in the use of information technology, implemented at the Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators is presented. The conclusions identify areas for improving the training of library specialists of school libraries. Practical relevance lies in identifying professional deficits of teacher-librarians in the course of professional development: not enough active use of open electronic resources, cloud technologies, network libraries and repositories. Based on the identified deficiencies in digital competencies presented professional development program for teacher-librarians can be supplemented with modules focused on the development of information, media, communication competencies in the developing digital environment.