THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING LEARNERS’ INFORMATION AND ANALYTICAL COMPETENCE BASED ON HISTORICAL AND CULTURAL HERITAGE
Keywords:
historical and cultural heritage, information and analytical competence, information literacy, media and information literacy, source studies, criticAbstract
The article analyzes the theoretical and methodological foundations for developing
learners’ information and analytical competence through the use of historical and cultural
heritage in the educational process. The rapid expansion of the information environment
requires learners not only to search for and receive information but also to analyze its
source, reliability, context, and purpose, compare different sources, evaluate evidence, and
draw well-founded conclusions. The study considers tangible, intangible, and
documentary forms of historical and cultural heritage as educational sources and
identifies instrumental, practical, and independent inquiry components of information
and analytical competence in the process of working with them. The methodological
framework of the study comprises theoretical analysis, a comparative approach,
principles of source studies, and pedagogical modeling. Based on a comparative analysis
of UNESCO materials on integrating intangible cultural heritage into education,
approaches to media and information literacy, the ACRL Framework for information
literacy, and the legislation of the Republic of Uzbekistan on cultural heritage, mechanisms
for transforming historical sources into educational tasks are substantiated. As a result, a
system of tasks aimed at developing information and analytical competence through
source selection, critical reading, comparative analysis, evidence classification,
verification of digital information, and independent conclusion-making is proposed.
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