The conceptual model of contextual teaching and learning in the information world

Introduction. The author investigates the problem of developing students' contextual activities. The purpose of the research is to trace the dynamics of students’ information use strategies from 2003 to 2018, to correlate them with factors predetermining the direction of the dynamics, and to justify the practicability of the conceptual model of contextual teaching and learning in the information world. Materials and Methods. In the stage of empirical confirmation of the predominance of the reproductive information consumption strategy over its productive usage by students and identifying the determinants of this phenomenon, the author used such research methods as content analysis of student works, survey, and observation. In the stage of theoretical substantiation of the conceptual model of contextual teaching and learning in the information world, the author reviewed Russian and international practices of teaching information literacy and employed the method of modeling. The conceptual model of contextual teaching and learning in the information world is based on systemic, technological, and contextual approaches. Results. Summarizing the reviewed concepts of teaching students to deal with information sources has allowed the author to reveal their genetic components: 1) modelling students’ management of interaction with information world; 2) teaching based on contextual activities; 3) use of the virtual world in the educational process. However, the measures proposed by foreign and Russian authors fail to cover the whole range of factors determining the predominance of reproductive information usage. Content analysis of student works with the main focus on the determinants of the information usage strategy confirmed the need to consider the following aspects: information as a complex system in the context of the information world; and students' information activities as an interaction of two systems in the contexts of time and environment. Hence, the author highlights the need for a conceptual model of contextual teaching and learning in the information world. Conclusions. As a result of the empirical research, the author establishes the positive correlation between the prevalence of the reproductive information consumption strategy in students' works and the growth of Internet accessibility. The effectiveness of creative problem tasks and contextual activities in enhancing the productive strategy of information usage is confirmed. As a result of the theoretical study, the concept of “Information” is clarified. The author defines the term “Information world” and justifies the effectiveness of the conceptual model of contextual teaching and learning in the information world.