THE PEDAGOGICAL SIGNIFICANCE OF COGNITIVE MECHANISMS IN SHAPING INFORMATION LITERACY AND READING CULTURE
Authors
Xolmatova Sabohat Ilhomovna ()Files
Abstract
This article examines the pedagogical significance of cognitive mechanisms in shaping students’ information literacy and reading culture in contemporary education. The study emphasizes that information literacy and reading culture should not be understood only as separate practical skills, but as interrelated intellectual processes based on attention, perception, memory, thinking, interpretation, metacognitive control and critical evaluation. In the modern learning environment, students interact with printed, digital and multimodal texts, which requires the ability to search for information, select reliable sources, understand textual meanings, distinguish facts from opinions and develop an independent position. The article highlights that cognitive mechanisms play a central role in organizing these processes effectively, because they determine how learners receive, process, store, analyze and apply information. Special attention is paid to the role of metacognitive strategies, reflective reading, source evaluation and conscious comprehension in strengthening learners’ academic independence. The article argues that the integration of information literacy and reading culture through cognitive mechanisms contributes to the development of critical thinking, responsible information behavior and meaningful learning activity among students.
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