Cartographic Literacy as a Condition of Communication and Security
 
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Institute of Pedagogy of theNational Academy of Pedagogical Sciences of Ukraine (Ukraine, Kyiv)
Publish date: 2019-03-01
Submission date: 2018-10-20
Final revision date: 2019-01-30
Acceptance date: 2019-02-01
 
Intercultural Communication 2019;6(1):117–137
KEYWORDS
TOPICS
ABSTRACT
Introduction:
Modern Ukrainian school faces a serious task: to form in graduates information and communication skills that will allow them to quickly perceive and process big information flows presented in various sign systems, to teach the use of modern means, methods and technologies of working with information sources. The European Parliament and the Council of the European Union in 2006 selected eight core competencies for the lifelong learning. One of these competencies is called digital. The basic knowledge, skills and competencies associated with digital competence are defined as: confident, critical and responsible use and interaction with digital technologies for learning, work and participation in the community. This includes information literacy and data literacy, communication and collaboration, creation of digital content (including programming and mapping), security (including knowledge of digital well-being and cybersecurity) and the solution of various problems, including economic, social and personal.

Purpose:
The purpose of the study is the process of forming the subject competence of the student, consisting of the substantive component of geographical science–cartography.

Material and methods:
In the process of research, we have used a combination of general scientific, general and special methods, including various levels (descriptive method, comparative method, statistical analysis, etc.). Since the rapid growth of information systems requires orientation of modern education to use active learning technologies, we have also used cartographic methods that included digital, diverse sign systems and GPS technologies in our pedagogical research.

Conclusions:
It is impossible to convey knowledge about yet unknown phenomena of nature or to teach students to construct and use the non-existent technique, there is one way - to form a search style of thinking, to instill interest and taste in knowledge and research, to develop the opportunity to see and appreciate the aesthetic side of evidence, to teach the general laws of the future activities, to equip methods of mastering and synthesizing new knowledge in any subject area, to create a broad communication outlook of a contemporary student. Work with cartographic materials at geography lessons has been highlighted in methodological recommendations by a number of scientists. Our task is to update this information.

 
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