The purpose of the survey is to identify the need for Web 3.0-technologies in distance education among higher education seekers initial level (short cycle), first (bachelor's) level, second (master's) level, third (educational-scientific/educational-creative) level, scientific level among 438 applicants for higher education. Features (open source software (OSS) for developing, sharing and configuring programs for global use and application, built-in algorithms for analyzing and interpreting large amounts of data) and the benefits of Web 3.0 in higher education (the ability to organize collaboration on a social network, encourage globalization, improve data management, stimulate creativity and innovation, support the availability of mobile Internet). The correlation between the functions of Web 3.0-technologies in distance education and learning outcomes at all levels of higher education is established. Intelligence indicates a lack of comprehensive scientific research in the relevant field. The practical significance of the results of intelligence lies in the correlation of the functions of Web 3.0-technologies in distance education and learning outcomes at all levels of higher education.
The article looks into the history of the French library and information higher education system's origin and its current state of functioning. The study pays attention to its place in the world system of library and information training, and determines the features of cognitive and organizational components. It is noted the French model of higher education in information traditionally to train specialists for libraries, archives and documentation centers within one specialty. The specifics of the librarian-documentary specialist's degree training in French universities is considered, as well as the profiles of their master's programs are characterized. The article analyses the current vectors of library and information specialists' training in the most authoritative specialized institution of higher education in France — the National School of Library and Information Sciences (ENSSIB — École nationale supérieure des sciences de l'information et des bibliothèques). The latter offers double degree programs focused on conjuncture specializations in demand in the information market. The study determines the peculiarities of the master educational programs' cognitive component and characterizes the key competencies that students acquire during their mastering. For Ukraine, the emphasis is placed on promising innovations of the French model of library and information specialists training, which should be implemented within a single integrated 029 "Information, Library and Archival Studies specialty".
The purpose of the article is look into historical features and to determine the formation stages and the current state of the library specialists’ education system and its level in Latin American countries. The methodology. There were used historical-genetic and systemic-structural approaches. It made it possible to establish the main stages periodization of the higher education levels in Library Studies’ origin and development in the leading countries of Latin America. The study proved the influence of North American and European traditions on the development of the training of highly qualified library personnel system in the founding countries of graduate library education on the continent. A comparative and content analysis of the bachelor’s, master’s and Doctoral Degrees’ educational programs in the specialty “Library and Information Sciences” provided by leading universities in Argentina, Brazil, and Mexico, made it possible to determine the general and specific aspects of the specialists training for the information industry, to establish the peculiarities of cognitive and institutional components of bachelor’s and master’s educational programs, justify the objective necessity of strengthening their interdisciplinarity and flexibility. The results. It has been established that Argentina was the first among Latin American countries to establish a training school for librarians in the structure of the Philosophy and Literature Faculty of the University of Buenos Aires back in 1922. In the 1940s and 1950s, universities opened Library Studies (Schools) in Panama (1941), Brazil (1942), Peru (1943), Uruguay (1943), Mexico (1945, 1956), Chile (1949), Costa Rica (1950) and Colombia (1956). The system of post-graduate library education began to take shape in the 1970s, when in 1972 the first post-graduate program in the field of “Library and Information Science” was opened in Brazil at the School of Communication and Arts of the University of São Paulo, and in 1980 — the doctoral program as well. Currently, in the countries of Latin America, only the leading metropolitan universities have educational programs of master’s and Doctoral levels. It is due to the low scientific qualification of graduate departments and the insufficient number of professors who can carry out qualified supervision of master’s and Doctoral thesis research. The current state of the library and information education system development on the Latin American continent is demonstrated by the following statistics: Brazil has 47 universities with their structure including schools or departments for the library specialists training, Argentina has 16 of such universities, Mexico — 13, Colombia — 6, Chile — 4, Cuba — 3, Costa Rica, El Salvador, Peru, Venezuela — 2 universities each, Bolivia, Ecuador, Panama, Paraguay, Uruguay, Jamaica — 1 university each. The scientific topicality. The formation of the higher library education levels system on the Latin American continent took place in several stages: the genesis stage (1920–1930s), the stage of active development (1940–1960s), the stage of starting post-graduate training of library specialists at the postgraduate level, and later — master’s and Doctoral studies (1970–1990s); the stage of strengthening the interdisciplinary integration of educational program profiles (2000 — present). The results of the educational programs (EPs) content analysis of various levels of training in the specialty “Library and Information Sciences” made it possible to establish a certain conservatism of their profiling, to determine that the promising directions for their modernization are interdisciplinary and strengthening of the digital and information and communication components with, for example, such relevant EPs as “Communication, organization, management of information and knowledge”, “Sociocultural, political and economic configurations of information”. The practical significance. The research results can be used by Ukrainian institutions of higher education in the process of improving master’s and Doctoral educational programs in the specialty 029 “Information, Library and Archival Affairs”. The introduction of the best foreign training practices of library specialists will improve their quality and competitiveness at the global information market.
The purpose of the article is to study historical features, as well as to determine the formation stages and modern vectors for the modernization of the Canadian system educational levels in the field of library specialists training as one of the best educational practices in the world. The methodology. The study used historical-genetic and systemic-structural approaches, which made it possible to establish the periodization of the main stages of the origin and development of the library training educational levels in Canada. Comparative and content analysis of educational programs of master’s and doctoral degrees of higher education, carried out by the schools of information studies of seven ranking Canadian universities, made it possible to determine the general and specific aspects in the training of specialists for the information industry, establish the features of the cognitive and institutional components of master’s and doctoral educational programs, substantiate the objective need to strengthen their interdisciplinarity and versatility. The results. It is established that the first university in Canada to establish a school for the library specialists training was McGill University (1904). In 1928, a library school was opened within the structure of the University of Toronto. The growing need for qualified library specialists led to the beginning of the stage of active development of the education levels system for training library specialists in Canada (1961–1980). Thus, the Library Schools were opened at the University of Montreal (1961), the University of Western Ontario (1861), the University of Alberta (1968), and the University of British Columbia (1969). The system of postgraduate library education began to take shape in 1971, when the first educational program for the preparation of PhD in Library and Information Sciences was launched at the University of Toronto, with the first doctoral degree in this specialty awarded in 1974. Since 1995, the stage of interdisciplinary integration of the educational programs’ profiles in Canada has begun, the Schools of Library and Information Sciences were renamed into Schools of Information Management or Schools of Information Studies, the introduction of innovative interdisciplinary training programs has started for information specialists accredited by the most prestigious American Library Association (ALA) in the world. The scientific topicality. Nowadays, seven prestigious universities in Canada have Schools of Information Studies that are actively diversifying the library and information specialists’ training at the master’s and doctoral levels. Their educational programs tend to be flexible and interdisciplinary, implementing double degree models, which, in the digital economy, guarantee graduates competitive advantages in the labour market, prestigious places of employment and career prospects. The School of Information Management at Dalhousie University is an initiator of the innovative interdisciplinary educational programs development in the North American educational services market. It recruits for the following master’s programs: “Information Management and Public Administration”, “Information Management and Environmental Resource Management”, and also has founded a unique educational program for Canada — “Information Management and Legal Sciences”, which provides a double degree of Master of Information and Doctor of Laws (MI / JD). The practical significance. The results of the study can be used by Ukrainian institutions of higher education in the process of improving master’s and doctoral educational programs in the specialty 029 “Information, Library and Archival Sciences”. The Canadian experience of training library and information specialists is the best in the world in terms of the content, flexibility and student-centred learning organization. The introduction of the world’s best practices for training library specialists will improve their quality and competitiveness in the global information market.
Сьогодні бібліотечні фахівці все впевненіше здійснюють вебометричний супровід наукових досліджень користувачів, опановують технології відбиття результатів українських дослідників у міжнародних наукометричних базах даних, постійно удосконалюють навички інформаційної аналітики, створення та ведення бібліотечних сайтів, блогів, акаунтів соціальних мереж.Представлена стаття розкриває сутність та співвідношення понять «цифрові навички», «цифрова грамотність», «цифрова компетентність», «цифрові дивіденди», «цифровий інтелект», «цифрова культура». Обґрунтовано складові цифрової культури бібліотечного фахівця як єдності цифрового світогляду, цифрового підприємництва та цифрової творчості, сформованість яких сприятиме досягненню успіхів та конкурентних переваг в умовах розбудови цифрової економіки та суспільства знань.Окреслено концептуальну модель формування базових складових цифрової культури сучасного бібліотечного фахівця. Наголошено, що робота з великими обсягами цифрової інформації потребує від бібліотекаря високого рівня емоційного інтелекту, вміння концентруватися та управляти увагою, здатності швидко перенавчатися, налаштуватися на постійний розвиток та вдосконалення.Для досягнення поставленої в дослідженні мети використовувались термінологічний та компаративний методи, метод концептуального моделювання. Це дало можливість виявити та проаналізувати базові поняття предметної сфери «цифрова культура», визначити складові концептуальної моделі цифрової культури бібліотечного фахівця, що дозволить обґрунтувати теоретичні засади її ефективного формування.Доведено, що знання змісту та компонентного складу цифрової культури є запорукою вироблення організаційно-методичних засад її ефективного формування. При цьому варто зважати на комунікаційну сутність бібліотечної професії, яка оснащує бібліотекарів потужним арсеналом знань, умінь, навичок, світоглядних орієнтирів та засобів формування не лише власної цифрової культури, але й користувачів бібліотек та суспільства загалом.Ключові слова: цифрова культура, цифрові навички, бібліотечний фахівець, цифровий інтелект, цифрова компетентність, інформатизація. ВСТУП.Цифрова трансформація усіх сфер життєдіяльності соціуму потребує оперативної та якісної підготовки кадрів для реалізації завдань розбудови цифрової економіки. В «Економічній стратегії України -2030» підкреслено, що «освіта -це один із базових елементів екосистеми цифрових інновацій та цифрової економіки загалом. Створення, залучення й утримання достатньої кількості спеціалістів, які володіють новими технологіями, потрібне для досягнення конкурентної переваги в цифровому світі» ("Україна 2030Е", б. р.).
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